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+combined
+"Question: Which tense does the sentence use?
+Mona will print her name with care. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, print. The verb tells you about something that is going to happen."
+"Question: Complete the sentence.
+Sewing an apron is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+A change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. | Solution: Sewing an apron is a physical change. The fabric and thread that make up the apron get a new shape, but the type of matter in each of them does not change."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Steven's brother Jim wondered whether he ran fast enough to qualify for the Boston Marathon., Steven's brother Jim wondered whether Steven ran fast enough to qualify for the Boston Marathon.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun he could refer to Steven or Jim.
+The second answer choice shows a possible correction for the vague pronoun reference. He has been replaced with Steven.
+Steven's brother Jim wondered whether Steven ran fast enough to qualify for the Boston Marathon."
+"Question: What do these two changes have in common?
+tearing a piece of paper
+breaking a piece of glass | Choices: [Both are only physical changes., Both are chemical changes., Both are caused by cooling., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Tearing a piece of paper is a physical change. The paper tears into pieces. But each piece is still made of paper.
+Breaking a piece of glass is a physical change. The glass gets broken into pieces. But each piece is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What is the volume of a large soup pot? | Choices: [7 liters, 7 milliliters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a large soup pot is 7 liters.
+7 milliliters is too little. | Hint: Select the better estimate."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her word choice?
+When I said that I wanted to take a cooking class, I didn't know what I was getting into. I love cooking, but I'm very shy and hate being in the spotlight. The first time the teacher asked me to do a culinary technique, my hands were sweating profusely. As I held the heavy utility knife in my sweaty hand, it fell to the floor. The class had just started, and I had already made a terrible first impression! My face was red, but I got the knife, put it in the sink, took a clean one, and cut the slab of raw bluefin tuna into paper-thin pieces. Everyone in the class—even the instructor—gave me a round of applause. | Choices: [by adding technical terms, by using more precise verbs, by using words with more appropriate connotations] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her word choice by using more precise verbs.
+For example, the writer could replace the underlined words with verbs such as announced, realize, adore, abhor, demonstrate, gripped, clanged, retrieved, deposited, selected, and sliced.
+When I said that I wanted to take a cooking class, I didn't know what I was getting into. I love cooking, but I'm very shy and hate being in the spotlight. The first time the teacher asked me to do a culinary technique, my hands were sweating profusely. As I held the heavy utility knife in my sweaty hand, it fell to the floor. The class had just started, and I had already made a terrible first impression! My face was red, but I got the knife, put it in the sink, took a clean one, and cut the slab of raw bluefin tuna into paper-thin pieces. Everyone in the class—even the instructor—gave me a round of applause."
+"Question: What information supports the conclusion that Logan inherited this trait? | Choices: [Logan's mother has blue eyes. She passed this trait down to Logan., Logan likes to wear a blue sweater to match his blue eyes.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Logan has blue eyes."
+"Question: Is the following trait inherited or acquired?
+Katy plays soccer. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play soccer. Instead, some people learn how to play soccer. Playing the sport takes practice. So, playing soccer is an acquired trait. | Hint: Hint: Playing soccer takes practice."
+"Question: Based on this information, what is Holly's phenotype for the whisker type trait? | Choices: [straight whiskers, curved whiskers] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine Holly's phenotype for the whisker type trait. First, consider the alleles in Holly's genotype for the whisker type gene. Then, decide whether these alleles are dominant or recessive.
+The allele for curved whiskers (h) is recessive to the allele for straight whiskers (H). This means H is a dominant allele, and h is a recessive allele.
+Holly's genotype of Hh has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Holly's phenotype for the whisker type trait must be straight whiskers. | Hint: In a group of Syrian hamsters, some individuals have straight whiskers and others have curved whiskers. In this group, the gene for the whisker type trait has two alleles. The allele for curved whiskers (h) is recessive to the allele for straight whiskers (H).
+Holly is a Syrian hamster from this group. Holly has the heterozygous genotype Hh for the whisker type gene."
+"Question: Select the solid. | Choices: [rain, water in a fishbowl, hammer] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Identify solids and liquids | Lecture: Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a shape of its own.
+Some solids can be bent or broken easily. Others are hard to bend or break.
+A glass cup is a solid. A sock is also a solid.
+When matter is a liquid, it takes the shape of its container.
+Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
+Juice is a liquid. Honey is also a liquid. | Solution: nan"
+"Question: Which figure of speech is used in this text?
+Hunter remarked that the new book on anti-gravity was impossible to put down. | Choices: [alliteration, pun] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses a pun, a word or phrase that humorously suggests more than one meaning.
+Impossible to put down means that the book is so good that it is hard to stop reading. The phrase impossible to put down is also a joke about anti-gravity: if gravity pulls things down, perhaps anti-gravity does the opposite and makes them impossible to put down."
+"Question: What information supports the conclusion that Aaron acquired this trait? | Choices: [Aaron is most interested in plant biology., Aaron learned biology by doing experiments.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Aaron knows a lot about biology."
+"Question: How long is a guitar? | Choices: [1 centimeter, 1 meter, 1 kilometer, 1 millimeter] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a guitar is 1 meter.
+1 millimeter and 1 centimeter are too short. 1 kilometer is too long. | Hint: Select the best estimate."
+"Question: Select the living thing. | Choices: [teddy bear, amoebae, van, kite] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
+All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
+All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A teddy bear is not a living thing.
+Teddy bears do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
+A kite is not a living thing.
+A kite does not have all the traits of a living thing. It moves fast in the wind, but it does not grow. It does not need food or water.
+A van is not a living thing.
+A van does not have all the traits of a living thing. Vans need energy, but they do not eat food. They get energy from gasoline or electricity. Vans do not grow.
+Amoebae are living things.
+Amoebae grow and respond to their environment. They need food and water.
+Amoebae are made up of just one cell. Amoebae live in fresh water, in salt water, and in the soil."
+"Question: Which organ controls the function of other body organs? | Choices: [skeleton, lungs, heart, brain] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Human organs and their functions | Lecture: nan | Solution: nan"
+"Question: Which object has more thermal energy? | Choices: [a cherry pie at a temperature of 90°F, a cherry pie at a temperature of 85°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two cherry pies have the same mass but different temperatures. Since the 90°F pie is hotter than the 85°F pie, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Is the following trait inherited or acquired?
+Bobby has a scar on his left leg. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: Which word would you find on a dictionary page with the following guide words?
+file - four | Choices: [flea, fatigue] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since flea is between the guide words file - four, it would be found on that page."
+"Question: Using only these supplies, which question can Jeremiah investigate with an experiment? | Choices: [Is the pet lizard more active when its tank is heated with one heating lamp or with two heating lamps?, Is the pet lizard more active when it is fed insects or lettuce?, Is the pet lizard more active when it is fed crickets or mealworms?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Jeremiah has a pet lizard. Jeremiah notices that on some days, the lizard is active and runs around the tank. On other days, the lizard hardly moves at all. Jeremiah wonders what factors affect how active his lizard is. So, he decides to design an experiment. He has the following supplies available:
+one pet lizard
+live crickets
+live mealworms
+one heating lamp"
+"Question: Based on this information, what is Bambi's genotype for the coat color gene? | Choices: [a black coat, LL] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Bambi has two alleles for a black coat (L). So, Bambi's genotype for the coat color gene is LL. | Hint: In a group of cows, some individuals have a black coat and others have a red coat. In this group, the gene for the coat color trait has two alleles. The allele L is for a black coat, and the allele l is for a red coat.
+Bambi, a cow from this group, has a black coat. Bambi has two alleles for a black coat."
+"Question: Would you find the word oasis on a dictionary page with the following guide words?
+orange - ought | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since oasis is not between the guide words orange - ought, it would not be found on that page."
+"Question: Which word does not rhyme? | Choices: [bike, hike, fine] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words hike and bike rhyme. They both end with the ike sound.
+The word fine does not rhyme. It ends with a different sound."
+"Question: Which is a compound sentence? | Choices: [Last night we heard an owl outside in the oak tree., I ate all of my dinner, so I can have some pie.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.
+I ate all of my dinner, so I can have some pie."
+"Question: Is this a run-on sentence?
+If you have a hankering for a delicious bowl of soup, you should try Mr. Montoya's smoked French onion soup made with Vidalia onions, smoked Gruyère cheese, and fresh thyme. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.
+If you have a hankering for a delicious bowl of soup, you should try Mr. Montoya's smoked French onion soup made with Vidalia onions, smoked Gruyère cheese, and fresh thyme."
+"Question: Last year, there were seven men's clothing stores on Main Street in Springtown. This year, there are only three. What probably happened to the overall supply of men's shirts in Springtown? | Choices: [The supply probably went up., The supply probably went down.] | Task: closed choice | Subject: social science | Grade: grade8 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down."
+"Question: Would you find the word forgot on a dictionary page with the following guide words?
+false - fro | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since forgot is between the guide words false - fro, it would be found on that page."
+"Question: Which sentence states a fact? | Choices: [The prettiest parts of the Rocky Mountains are in the state of Wyoming., In the United States, the Rocky Mountains stretch from New Mexico to Montana.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The second sentence states a fact.
+In the United States, the Rocky Mountains stretch from New Mexico to Montana.
+It can be proved by checking a map of the United States.
+The first sentence states an opinion.
+The prettiest parts of the Rocky Mountains are in the state of Wyoming.
+Prettiest shows what a person believes, thinks, or feels. Another person might have a different opinion about where the prettiest parts of the Rocky Mountains are."
+"Question: How long is a walk across Central Park in New York City? | Choices: [3 centimeters, 3 millimeters, 3 kilometers, 3 meters] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a walk across Central Park in New York City is 3 kilometers.
+3 millimeters, 3 centimeters, and 3 meters are all too short. | Hint: Select the best estimate."
+"Question: Does this passage describe the weather or the climate?
+There was rain and sleet in Sioux Falls, South Dakota, last weekend. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+There was rain and sleet in Sioux Falls, South Dakota, last weekend.
+This passage tells you about the precipitation in Sioux Falls last weekend. It describes the atmosphere at a certain place and time. So, this passage describes the weather."
+"Question: Select the temperature shown by this thermometer. | Choices: [45°F, 30°F, 80°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Read a thermometer | Lecture: A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is °.
+Some thermometers measure temperature in degrees Fahrenheit (°F). Fahrenheit is one scale used to measure temperature.
+This is a tube thermometer. It has a tube filled with a red liquid.
+There is a Fahrenheit scale along the right side of the tube. The top of the red liquid lines up with the number 80 on the scale. So, the temperature shown by this thermometer is 80°F. | Solution: Find the top of the red liquid.
+Now look at the scale to the right. The top of the red liquid is halfway between 40 and 50. So, the temperature is 45°F."
+"Question: Which is a compound sentence? | Choices: [Mr. Smith peeled the tangerine and divided it into sections., Before the performance, Maura tied a satin sash around her waist, and Kimberly braided her hair.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction and.
+Before the performance, Maura tied a satin sash around her waist, and Kimberly braided her hair."
+"Question: Based on this information, what is Squirt's phenotype for the tail spots trait? | Choices: [a spotted tail, an unspotted tail] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine Squirt's phenotype for the tail spots trait. First, consider the alleles in Squirt's genotype for the tail spots gene. Then, decide whether these alleles are dominant or recessive.
+The allele for a spotted tail (I) is dominant over the allele for an unspotted tail (i). This means I is a dominant allele, and i is a recessive allele.
+Squirt's genotype of Ii has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Squirt's phenotype for the tail spots trait must be a spotted tail. | Hint: In a group of guppies, some individuals have a spotted tail and others have an unspotted tail. In this group, the gene for the tail spots trait has two alleles. The allele for a spotted tail (I) is dominant over the allele for an unspotted tail (i).
+Squirt is a guppy from this group. Squirt has the heterozygous genotype Ii for the tail spots gene."
+"Question: Select the reptile. | Choices: [eagle ray, dwarf crocodile, California newt, harbor seal] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Reptiles have scaly, waterproof skin. Most reptiles live on land. | Solution: An eagle ray is a fish. It lives underwater. It has fins, not limbs.
+Rays have a different shape than many other fish. Rays are large and flat. They have wide, triangle-shaped fins that help them swim long distances.
+A harbor seal is a mammal. It has fur and feeds its young milk.
+Seals have flippers instead of arms! They use their flippers to swim underwater or to crawl on the beach.
+A dwarf crocodile is a reptile. It has scaly, waterproof skin.
+Crocodiles hunt their prey in or near water.
+A California newt is an amphibian. It has moist skin and begins its life in water.
+Some newts live in water. Other newts live on land but lay their eggs in water."
+"Question: Would you find the word miracle on a dictionary page with the following guide words?
+mean - mumps | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since miracle is between the guide words mean - mumps, it would be found on that page."
+"Question: Which greeting is correct for a letter? | Choices: [Dear ms. Allen,, Dear Ms. Allen,] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Ms. Allen is capitalized because it is a proper noun."
+"Question: Using only these supplies, which question can Stefan investigate with an experiment? | Choices: [Does vegetable oil separate faster when stirred together with vinegar or with water?, Does vegetable oil separate faster when stirred together with cold water or with hot water?, Does vinegar separate faster when stirred together with olive oil or with coconut oil?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Stefan mixes oil and vinegar to make salad dressing. He notices that after a few minutes, the oil and vinegar separate. He wonders what factors affect how quickly liquids separate. So, he decides to design an experiment. He has the following supplies available:
+three glass bottles
+olive oil
+vegetable oil
+vinegar
+cold water"
+"Question: Which is a simple sentence? | Choices: [In the early morning, I drank tea by a spice stall as the Turkish bazaar came to life., The gutters were full of leaves and in need of cleaning.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the simple sentence. It is a single independent clause.
+The gutters were full of leaves and in need of cleaning."
+"Question: Assume all other forces on Tamir are balanced. Which statement describes the forces on Tamir? | Choices: [The forces are balanced, so there is no net force on Tamir., The forces are unbalanced, so there is a net force on Tamir.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Balanced and unbalanced forces | Lecture: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
+When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
+When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | Solution: To determine if there is a net force on Tamir, look at the forces:
+Earth's gravity is pulling Tamir down with a force of 400 N.
+The diving board is pushing Tamir up with a force of 400 N.
+The forces are in opposite directions, and the forces have the same magnitude: 400 N. This means that the forces are balanced, so there is no net force on Tamir. | Hint: Tamir is standing on a diving board at the pool. Earth's gravity is pulling down on Tamir with a force of 400N. The diving board is pushing up on Tamir with a force of 400N."
+"Question: Which sentence states a fact? | Choices: [The giant anteater uses its sticky tongue to grab insects., The eating habits of the giant anteater are disgusting.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The first sentence states a fact.
+The giant anteater uses its sticky tongue to grab insects.
+It can be proved by looking up information about anteaters.
+The second sentence states an opinion.
+The eating habits of the giant anteater are disgusting.
+Disgusting shows what a person believes, thinks, or feels. Another person might have a different opinion about what is disgusting."
+"Question: Which figure of speech is used in this text?
+Rebecca's Bistro used to be a great place to go for a delicious and carefully prepared dinner, but nobody goes there anymore: it's too crowded. | Choices: [apostrophe, paradox] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Nobody goes there anymore: it's too crowded at first appears to be contradictory, because if no one goes to the restaurant, then the restaurant should be empty, not crowded. However, it contains some truth: if a restaurant is frequently perceived to be too crowded, many people will no longer want to go there."
+"Question: Complete the sentence.
+In this chemical reaction, glucose is a (). | Choices: [reactant, product] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Identify reactants and products | Lecture: A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.
+In a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.
+The original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.
+The substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.
+So, in a chemical reaction, reactants go through a chemical change to form products. | Solution: Read the underlined text carefully. Look for information about what happens to glucose in this chemical reaction.
+Plants make glucose, a sugar they can use for food, through a process called photosynthesis. During photosynthesis, plants use energy from sunlight to make glucose from water and carbon dioxide. In the process of making glucose, plants also create most of the oxygen in the air we breathe.
+The underlined text tells you that glucose forms when water combines with carbon dioxide. Because glucose is produced by this chemical reaction, glucose is a product. | Hint: This passage describes a chemical reaction. Read the passage. Then, follow the instructions below.
+Plants make glucose, a sugar they can use for food, through a process called photosynthesis. During photosynthesis, plants use energy from sunlight to make glucose from water and carbon dioxide. In the process of making glucose, plants also create most of the oxygen in the air we breathe."
+"Question: Which figure of speech is used in this text?
+After spending weeks in New York City, Florence was a bit unnerved by the deafening silence of her small hometown. | Choices: [oxymoron, euphemism] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Deafening silence is a contradiction, because deafening describes something extremely loud, and silence is the absence of sound."
+"Question: Complete the statement. Assume that the sled's mass did not change.
+The gravitational potential energy stored between the sled and Earth () as Michelle rode down the hill. | Choices: [stayed the same, decreased, increased] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the sled and the center of Earth changed.
+The bottom of the hill was lower than the point where Michelle started sledding. As Michelle rode toward the bottom of the hill, the distance between the sled and the center of Earth decreased. So, the gravitational potential energy stored between the sled and Earth decreased as Michelle rode down the hill. | Hint: Read the text about an object in motion.
+On a snowy day, Michelle rode her sled down a big hill."
+"Question: Which closing is correct for a letter? | Choices: [your friend,
+Carla, Your friend,
+Carla] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Based on this information, what is Zazu's phenotype for the cheek color trait? | Choices: [pale orange cheeks, bright orange cheeks] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Zazu's genotype for the cheek color gene is RR. Zazu's genotype of RR has only R allelles. The R allele is for bright orange cheeks. So, Zazu's phenotype for the cheek color trait must be bright orange cheeks.
+To check this answer, consider whether Zazu's alleles are dominant or recessive. The allele for pale orange cheeks (r) is recessive to the allele for bright orange cheeks (R). This means R is a dominant allele, and r is a recessive allele.
+Zazu's genotype of RR has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Zazu's phenotype for the cheek color trait must be bright orange cheeks. | Hint: In a group of cockatiels, some individuals have bright orange cheeks and others have pale orange cheeks. In this group, the gene for the cheek color trait has two alleles. The allele for pale orange cheeks (r) is recessive to the allele for bright orange cheeks (R).
+Zazu is a cockatiel from this group. Zazu has the homozygous genotype RR for the cheek color gene."
+"Question: Select the vertebrate. | Choices: [redback spider, common octopus, birdwing butterfly, asp viper] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: Like other octopuses, a common octopus is an invertebrate. It does not have a backbone. It has a soft body.
+Like other spiders, a redback spider is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A birdwing butterfly is an insect. Like other insects, a birdwing butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.
+An asp viper is a reptile. Like other reptiles, an asp viper is a vertebrate. It has a backbone. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Which tense does the sentence use?
+Mr. Norman signed his name on the letter. | Choices: [past tense, present tense, future tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, signed. The verb ends in -ed and tells you about something that has already happened."
+"Question: What do these two changes have in common?
+a banana getting ripe on the counter
+newly poured concrete becoming hard | Choices: [Both are caused by heating., Both are chemical changes., Both are caused by cooling., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A banana getting ripe on the counter is a chemical change. As a banana ripens, the type of matter in it changes. The peel changes color and the inside becomes softer and sweeter.
+Concrete hardening is a chemical change. The chemicals in the concrete react with each other to form a different type of matter. The new matter is hard and strong.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which text uses the word literally in its traditional sense? | Choices: [Cara adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally a million years old., Cara adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally hundreds of years old.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses literally in its traditional sense: in a factual, non-exaggerated way.
+Cara adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally hundreds of years old.
+The first text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). The bridge is old, but it is not actually a million years old.
+Cara adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally a million years old.
+Most style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect."
+"Question: Compare the motion of two fish. Which fish was moving at a higher speed? | Choices: [a fish that moved 50kilometers in 10hours, a fish that moved 85kilometers in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each fish moved and the time it took to move that distance.
+One fish moved 85 kilometers in 10 hours.
+The other fish moved 50 kilometers in 10 hours.
+Notice that each fish spent the same amount of time moving. The fish that moved 85 kilometers moved a farther distance in that time. So, that fish must have moved at a higher speed."
+"Question: Which sentence is more formal? | Choices: [People who did not grow up playing or watching cricket often find it difficult to understand the rules of the sport., People who didn't grow up playing or watching cricket often can't understand the rules of the sport.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The first sentence is less formal. You can tell because it uses contractions (don't, can't).
+The second sentence does not use contractions, so it is more formal."
+"Question: Would you find the word pig on a dictionary page with the following guide words?
+pardon - polish | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since pig is between the guide words pardon - polish, it would be found on that page."
+"Question: What does the verbal irony in this text suggest?
+""This is the best day of my life,"" Mr. Hogan mumbled after his car broke down on the way to an important job interview. | Choices: [Mr. Hogan was having a bad day., Mr. Hogan liked fixing cars.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+The best day of my life ironically suggests that Mr. Hogan was having a bad day. He was having the opposite of a good day because his car broke down when he needed to be on time."
+"Question: Which is a complete sentence? | Choices: [In summer, insects always fly around the pond., A bag of beans.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: In summer, insects always fly around the pond is a complete sentence. The subject is insects, and the verb is fly."
+"Question: Which metal paper clip has less thermal energy? | Choices: [the colder metal paper clip, the hotter metal paper clip] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two metal paper clips are made of the same material and have the same mass. So, the colder metal paper clip has less thermal energy. | Hint: Two metal paper clips are identical except for their temperatures."
+"Question: Complete the sentence so that it uses personification.
+""You might think you'll always be young,"" Mrs. Hensley counseled, ""but time ()"". | Choices: [creeps up on you, affects everyone] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the phrase creeps up on you. It describes time as if it were a sneaky person."
+"Question: Which tense does the sentence use?
+Scientists will measure the rainfall in Greenville. | Choices: [present tense, past tense, future tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, measure. The verb tells you about something that is going to happen."
+"Question: Which tense does the sentence use?
+Reba chops onions for the tomato sauce. | Choices: [future tense, past tense, present tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, chops. The verb ends in -s and tells you about something that is true or happening now."
+"Question: What do these two changes have in common?
+a slice of banana turning brown
+grilling a hamburger | Choices: [Both are chemical changes., Both are caused by heating., Both are caused by cooling., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A slice of banana turning brown is a chemical change. The part of the banana in contact with the air reacts with oxygen and turns into a different type of matter.
+Grilling a hamburger is a chemical change. Heat from the grill causes the matter in the meat to change. Cooked meat and raw meat are different types of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Cooking a hamburger is caused by heating. But a slice of banana turning brown is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What is the volume of a bowl of soup? | Choices: [11 cups, 11 gallons, 11 fluid ounces] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a bowl of soup is 11 fluid ounces.
+11 cups and 11 gallons are both too much. | Hint: Select the best estimate."
+"Question: Which figure of speech is used in this text?
+""This mattress is as soft as concrete,"" Tyler complained as he tested the bed in his hotel room. | Choices: [verbal irony, personification] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As soft as concrete shows verbal irony because concrete is not soft."
+"Question: Ken starts to pull the wagon across the yard. To move the wagon at the same speed each time, which friend does Ken need to pull with a larger force? | Choices: [a friend who weighs 32 pounds, a friend who weighs 25 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the friend who is heavier.
+A friend who weighs 32 pounds is heavier than a friend who weighs 25 pounds. So, to move the wagon at the same speed each time, Ken needs to use a larger force to start moving the wagon with a friend who weighs 32 pounds. | Hint: Ken gives two friends a ride in his wagon. One friend sits in the wagon at a time."
+"Question: Is a travel bag a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a travel bag is a good or a service, ask these questions:
+Is a travel bag something you can touch? Yes.
+Is a travel bag a job you might pay someone else to do? No.
+So, a travel bag is a good."
+"Question: What does the idiom in this text suggest?
+""Speak of the devil!"" Whitney declared when Charlie strolled into the room. | Choices: [Whitney had just been speaking about Charlie., Whitney didn't trust Charlie.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom speak of the devil suggests that Whitney had just been speaking about Charlie. People say this when the person they've just been speaking about coincidentally arrives, as if summoned."
+"Question: Which figure of speech is used in this text?
+""There's nothing I love more than skipping lunch,"" Mr. Crawford told the flight attendant when he learned that no food would be available on his cross-country flight. | Choices: [allusion, verbal irony] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Nothing I love more shows verbal irony because Mr. Crawford is probably upset that there isn't anything to eat."
+"Question: Last year, 50,000 people lived in the city of Belmont. But since then, 8,000 people have moved away. What probably happened to the overall supply of houses for sale in Belmont? | Choices: [The supply probably went up., The supply probably went down.] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: The population of Belmont fell by 8,000 people. Many of the people who have left are probably trying to sell their houses. Since more people are trying to sell their houses, the number of suppliers of houses for sale in Belmont has gone up. So, the supply of houses for sale probably went up, too."
+"Question: Is the following trait inherited or acquired?
+Elijah plays hockey. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play hockey. Instead, some people learn how to play hockey. Playing the sport takes practice. So, playing hockey is an acquired trait. | Hint: Hint: Playing hockey takes practice."
+"Question: Complete the sentence.
+In this chemical reaction, carbon dioxide is a (). | Choices: [product, reactant] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Identify reactants and products | Lecture: A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.
+In a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.
+The original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.
+The substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.
+So, in a chemical reaction, reactants go through a chemical change to form products. | Solution: Read the underlined text carefully. Look for information about what happens to carbon dioxide in this chemical reaction.
+Plants make glucose, a sugar they can use for food, through a process called photosynthesis. During photosynthesis, plants use energy from sunlight to make glucose from water and carbon dioxide. In the process of making glucose, plants also create most of the oxygen in the air we breathe.
+The underlined text tells you that when water and carbon dioxide combine, glucose and oxygen are formed. When water and carbon dioxide react, or go through a chemical change, their atoms are rearranged to form glucose and oxygen. Because carbon dioxide reacts in this chemical reaction, carbon dioxide is a reactant. | Hint: This passage describes a chemical reaction. Read the passage. Then, follow the instructions below.
+Plants make glucose, a sugar they can use for food, through a process called photosynthesis. During photosynthesis, plants use energy from sunlight to make glucose from water and carbon dioxide. In the process of making glucose, plants also create most of the oxygen in the air we breathe."
+"Question: Which is a simple sentence? | Choices: [In the early morning, I drank tea by a spice stall as the Turkish bazaar came to life., Mr. Duran's afternoon lecture was about art and culture in Germany before World War II.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the simple sentence. It is a single independent clause.
+Mr. Duran's afternoon lecture was about art and culture in Germany before World War II."
+"Question: Is the following trait inherited or acquired?
+Becky can fly an airplane. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to fly an airplane. Instead, some people learn how to fly airplanes. So, flying an airplane is an acquired trait. | Hint: Hint: Pilots have to learn how to fly an airplane."
+"Question: Which is a simple sentence? | Choices: [The audition for the part of Dracula will begin in just a few minutes., My assistant will distribute the report to everyone at the meeting while I make the introductions.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the simple sentence. It is a single independent clause.
+The audition for the part of Dracula will begin in just a few minutes."
+"Question: How long is a sandbox? | Choices: [2 centimeters, 2 meters] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?
+The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.
+There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.
+There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. | Solution: The better estimate for the length of a sandbox is 2 meters.
+2 centimeters is too short. | Hint: Select the better estimate."
+"Question: Would you find the word scoop on a dictionary page with the following guide words?
+seam - sheriff | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since scoop is not between the guide words seam - sheriff, it would not be found on that page."
+"Question: What information supports the conclusion that Ryan acquired this trait? | Choices: [Ryan learned how to build a fire at summer camp., Ryan can cook food over a fire.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Ryan knows how to build a fire."
+"Question: Which correctly shows the title of a book? | Choices: [""Harold and the Purple Crayon"", ***Harold and the Purple Crayon***] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, or article should be in quotation marks.
+""You Are My Sunshine"" | Solution: A book should be in italics.
+The correct title is **Harold and the Purple Crayon**."
+"Question: Which word would you find on a dictionary page with the following guide words?
+patient - private | Choices: [pit, public] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since pit is between the guide words patient - private, it would be found on that page."
+"Question: Which correctly shows the title of a book? | Choices: [""Bugs in My Hair"", ***Bugs in My Hair***] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A book should be in italics.
+The correct title is **Bugs in My Hair**."
+"Question: What is the mass of an elephant? | Choices: [4,295 grams, 4,295 kilograms] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of an elephant is 4,295 kilograms.
+4,295 grams is too light. | Hint: Select the better estimate."
+"Question: Which is smoother? | Choices: [concrete sidewalk, silk necktie] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Smooth is a property. A smooth material is not rough or bumpy.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the silk necktie is smoother. If you touch silk fabric, it will not feel rough."
+"Question: Which tense does the sentence use?
+Scientists will measure the rainfall in Lancaster. | Choices: [past tense, future tense, present tense] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, measure. The verb tells you about something that is going to happen."
+"Question: Use the evidence in the text to select the photosynthetic organism. | Choices: [Mossy frogs get the energy they need to live by eating insects. The frogs capture insects with their tongues., Sphagnum mosses get the energy they need to live from sugars. The mosses make these sugars from carbon dioxide and water.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Identify the photosynthetic organism | Lecture: Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy, carbon dioxide, and water to produce sugars and oxygen.
+Photosynthetic organisms also often have the following characteristics:
+They are producers, which are organisms that make their own food inside their cells. Because producers make their own food, they typically do not eat other organisms.
+Their cells contain chloroplasts, which are cell structures where photosynthesis occurs.
+Their chloroplasts often contain a green substance called chlorophyll. Chlorophyll captures light energy from the Sun to power photosynthesis.
+They use the sugars they produce during photosynthesis as food. This food provides energy that helps the organisms live, grow, and reproduce. | Solution: This organism is photosynthetic:
+The text tells you that Sphagnum mosses get energy from the sugars they make using carbon dioxide and water. This is evidence that the Sphagnum moss is a photosynthetic organism.
+This organism is not photosynthetic:
+The text does not provide evidence that the mossy frog is photosynthetic."
+"Question: How long is a pen? | Choices: [20 kilometers, 20 centimeters] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?
+The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.
+There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.
+There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. | Solution: The better estimate for the length of a pen is 20 centimeters.
+20 kilometers is too long. | Hint: Select the better estimate."
+"Question: What kind of sentence is this?
+I write for the school newspaper. | Choices: [interrogative, declarative] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, and it ends with a period. It is a declarative sentence."
+"Question: What is the volume of a paper drinking cup? | Choices: [185 liters, 185 milliliters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a paper drinking cup is 185 milliliters.
+185 liters is too much. | Hint: Select the better estimate."
+"Question: What information supports the conclusion that Harry inherited this trait? | Choices: [Harry's biological mother has long hair. Harry also has long hair., Harry's biological parents have wavy hair., Harry uses a headband to keep his wavy hair out of his face.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Harry has wavy hair."
+"Question: Which drop of dish soap has a lower temperature? | Choices: [the drop of dish soap with more thermal energy, the drop of dish soap with less thermal energy] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two drops of dish soap are made of the same material and have the same mass. So, the drop of dish soap with less thermal energy has a lower temperature. | Hint: Two drops of dish soap are identical except for their thermal energies."
+"Question: Which word would you find on a dictionary page with the following guide words?
+scribble - spade | Choices: [sleepy, sweat] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since sleepy is between the guide words scribble - spade, it would be found on that page."
+"Question: Which is a run-on sentence? | Choices: [The event was exciting it had music, a show and food., Tina will ride her bike this weekend.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: The event was exciting it had music, a show and food is a run-on sentence. It has two sentences that are joined without end punctuation: The event was exciting and It had music, a show and food."
+"Question: Which figure of speech is used in this text?
+The moon is a friend for the lonesome to talk with.
+—Carl Sandburg, ""Moonlight and Maggots"" | Choices: [personification, simile] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses personification, giving human characteristics to nonhuman things.
+The moon is a friend describes the moon as if it were human."
+"Question: Compare the motion of two motorboats. Which motorboat was moving at a higher speed? | Choices: [a motorboat that moved 135miles in 10hours, a motorboat that moved 240miles in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each motorboat moved and the time it took to move that distance.
+One motorboat moved 240 miles in 10 hours.
+The other motorboat moved 135 miles in 10 hours.
+Notice that each motorboat spent the same amount of time moving. The motorboat that moved 240 miles moved a farther distance in that time. So, that motorboat must have moved at a higher speed."
+"Question: Which word would you find on a dictionary page with the following guide words?
+papoose - pliers | Choices: [pedal, purple] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since pedal is between the guide words papoose - pliers, it would be found on that page."
+"Question: Which sentence is more formal? | Choices: [Dr. Alexander and her team traveled by horseback to a remote village that had no modern medical services., Dr. Alexander and her team took horses and went to a place that had no modern medical services.] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The first sentence is less formal. You can tell because it uses overly simple or imprecise language (took, went).
+The second sentence uses more precise language, so it is more formal overall."
+"Question: What is the source of the allusion in the sentence below?
+When I learned the details of Lillian's Faustian bargain, I was in disbelief. | Choices: [literature, Roman mythology] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Faustian bargain is literature.
+In a play by Christopher Marlowe based on the legend of Faust, a man strikes a deal with the devil. Disregarding the long-term consequences of his actions, he sells his soul in exchange for power.
+The allusion Faustian bargain means a compromise of one's values for personal gain."
+"Question: How long does it take to bake lasagna in the oven? | Choices: [42 hours, 42 minutes] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to bake lasagna in the oven is 42 minutes.
+42 hours is too slow. | Hint: Select the better estimate."
+"Question: Is the following trait inherited or acquired?
+Most humans can sense many different smells. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Babies do not need to learn how to smell. They are able to smell naturally. So, the ability to smell is an inherited trait."
+"Question: Which correctly shows the title of a book? | Choices: [***Island of the Blue Dolphins***, ""Island of the Blue Dolphins""] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A book should be in italics.
+The correct title is **Island of the Blue Dolphins**."
+"Question: Complete the sentence.
+Lighting a match is a (). | Choices: [physical change, chemical change] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two ways matter can change.
+In a chemical change, the type of matter changes.
+Burning a piece of paper is a chemical change. The paper changes into ash and smoke.
+In a physical change, the type of matter stays the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+Ice melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. | Solution: Lighting a match is a chemical change. The match catches fire and turns into ash. Ash is a different type of matter than the match."
+"Question: Select the vertebrate. | Choices: [ladybug, earthworm, mosquito, rainbow trout] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A mosquito is an insect. Like other insects, a mosquito is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A ladybug is an insect. Like other insects, a ladybug is an invertebrate. It does not have a backbone. It has an exoskeleton.
+An earthworm is a worm. Like other worms, an earthworm is an invertebrate. It does not have a backbone. It has a soft body.
+A rainbow trout is a fish. Like other fish, a rainbow trout is a vertebrate. It has a backbone. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Which announcement is more formal? | Choices: [The Danville Law Firm is so happy to tell you . . ., The Danville Law Firm is pleased to announce . . .] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second announcement is more formal. It uses more elevated language (pleased to announce). The other announcement sounds more conversational (so happy)."
+"Question: Select the amphibian. | Choices: [great crested newt, robin, blue-footed booby, helmeted iguana] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Amphibians have moist skin and begin their lives in water. | Solution: A great crested newt is an amphibian. It has moist skin and begins its life in water.
+Some newts live in water. Other newts live on land but lay their eggs in water.
+A blue-footed booby is a bird. It has feathers, two wings, and a beak.
+Blue-footed boobies live on tropical islands in the Pacific Ocean.
+A helmeted iguana is a reptile. It has scaly, waterproof skin.
+Iguanas are a type of lizard. Iguanas eat plants and fruit.
+A robin is a bird. It has feathers, two wings, and a beak.
+A robin is a songbird. It sings different songs at different times of the day."
+"Question: Which correctly shows the title of a TV show? | Choices: [Bananas in pajamas, Bananas in Pajamas] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word in is not important, so it should not be capitalized.
+The correct title is Bananas in Pajamas."
+"Question: Suppose Jennifer decides to make cream of mushroom soup. Which result would be a cost? | Choices: [The cream of mushroom soup will be tastier than the onion soup would have been., Jennifer will spend more time making the cream of mushroom soup than she would have spent making the onion soup.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Jennifer wants or needs:
+Jennifer will spend more time making the cream of mushroom soup than she would have spent making the onion soup. | Hint: Jennifer is deciding whether to make cream of mushroom soup or onion soup for dinner. She wants dinner to be as tasty as possible. But she is also hungry and wants to eat soon."
+"Question: Select the one animal that has all of the reptile traits listed above. | Choices: [Cardinalfish have scaly skin and live near coral reefs. Cardinalfish lay eggs with no shells and have fins that help them swim underwater., Galapagos giant tortoises hatch from eggs with shells and live on the Galapagos Islands in the Pacific Ocean. They can live to be over 150 years old! Galapagos giant tortoises have scaly, waterproof skin.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Reptiles have the following traits:
+They have scaly, waterproof skin.
+They make eggs with shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A Galapagos giant tortoise has the following traits:
+It has scaly, waterproof skin.
+It makes eggs with shells.
+A Galapagos giant tortoise has the traits of a reptile. A Galapagos giant tortoise is a reptile.
+A cardinalfish has the following traits:
+It has fins, not limbs.
+It makes eggs with no shells.
+A cardinalfish does not have all of the traits of a reptile. A cardinalfish is a fish. | Hint: Reptiles are a group of animals with similar traits. The following traits can be used to identify reptiles:
+They have scaly, waterproof skin.
+They make eggs with shells. Observe the animals and read the descriptions."
+"Question: What kind of sentence is this?
+What rights do the first ten amendments to the Constitution guarantee Americans? | Choices: [interrogative, declarative, imperative] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement and always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An interrogative sentence asks a question and always ends with a question mark.
+Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
+An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence asks a question and ends with a question mark. It is an interrogative sentence."
+"Question: Which sentence states a fact? | Choices: [A plain omelet takes one or two minutes to cook on top of a stove., An omelet is worth the effort needed to make it.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The first sentence states a fact.
+A plain omelet takes one or two minutes to cook on top of a stove.
+It can be proved by looking up instructions for making an omelet.
+The second sentence states an opinion.
+An omelet is worth the effort needed to make it.
+Worth the effort shows what a person believes, thinks, or feels. Another person might have a different opinion about whether an omelet is worth the effort."
+"Question: What is the mass of a pair of boots? | Choices: [5 pounds, 5 tons, 5 ounces] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a pair of boots is 5 pounds.
+5 ounces is too light and 5 tons is too heavy. | Hint: Select the best estimate."
+"Question: How long is a garden snail? | Choices: [50 millimeters, 50 kilometers, 50 centimeters, 50 meters] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a garden snail is 50 millimeters.
+50 centimeters, 50 meters, and 50 kilometers are all too long. | Hint: Select the best estimate."
+"Question: Select the animal that has a backbone. | Choices: [harbor seal, curlyhair tarantula] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A harbor seal is a mammal. Like other mammals, a harbor seal has a backbone.
+Like other tarantulas, a curlyhair tarantula does not have a backbone. It has a hard outer cover. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones."
+"Question: Based on this information, what is this rose plant's phenotype for the flower color trait? | Choices: [dark yellow flowers, ff] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. The rose plant's observable version of the flower color trait is dark yellow flowers. So, the plant's phenotype for the flower color trait is dark yellow flowers. | Hint: In a group of rose plants, some individuals have light yellow flowers and others have dark yellow flowers. In this group, the gene for the flower color trait has two alleles. The allele F is for light yellow flowers, and the allele f is for dark yellow flowers.
+A certain rose plant from this group has dark yellow flowers. This plant has two alleles for dark yellow flowers."
+"Question: Select the one substance that is not a mineral. | Choices: [Perfume is not a pure substance. It is made by humans., Gypsum is a solid. It is formed in nature., Sphalerite is not made by living things. It is a solid.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Gypsum is a mineral.
+Perfume is made by humans. But minerals are not made by living things.
+Perfume is not a pure substance. But all minerals are pure substances.
+So, perfume is not a mineral.
+Sphalerite is a mineral."
+"Question: Which logical fallacy is used in the text?
+Eating meat can't be wrong. After all, a majority of people in the United States eat meat. | Choices: [bandwagon fallacy: the assumption that the popular choice is automatically correct, straw man: a misrepresentation of an opponent's position that makes it easier to argue against, false causation: the assumption that because two things happened together, one caused the other] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that eating meat must not be wrong because many people eat meat. However, the fact that a practice is widespread does not necessarily make it morally or ethically correct. This illustrates a type of logical fallacy known as the bandwagon fallacy."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Right after Martina bought the book for her literature class, she dropped it., Right after she bought it, Martina dropped the book for her literature class.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun it could refer to the book or the class.
+Right after Martina bought the book for her literature class, she dropped it.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Right after she bought it, Martina dropped the book for her literature class."
+"Question: Which is a simple sentence? | Choices: [If we hike Bright Angel Trail in the Grand Canyon, we won't see Mooney Falls., On a clear, peaceful morning at Rincon Point, Joy paddled out into the surf.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the simple sentence. It is a single independent clause.
+On a clear, peaceful morning at Rincon Point, Joy paddled out into the surf."
+"Question: Which figure of speech is used in this text?
+From forth the fatal loins of these two foes
+A pair of star-cross'd lovers take their life.
+—William Shakespeare, Romeo and Juliet | Choices: [onomatopoeia, alliteration] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses alliteration, the repetition of sounds at the beginning of nearby words.
+From forth the fatal loins of these two foes repeats the f sound."
+"Question: Select the one substance that is not a mineral. | Choices: [Chalcopyrite is formed in nature. It is a pure substance., Paint is not a pure substance. It is made in a factory., Graphite is not made by living things. It is formed in nature.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Graphite is a mineral.
+Paint is made in a factory. But all minerals are formed in nature.
+Paint is not a pure substance. But all minerals are pure substances.
+So, paint is not a mineral.
+Chalcopyrite is a mineral."
+"Question: Which is a simple sentence? | Choices: [Every morning my alarm clock wakes me at six o'clock., Dad took the last chair, so you will have to stand.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the simple sentence. It has one subject and predicate.
+Every morning my alarm clock wakes me at six o'clock."
+"Question: Complete the statement.
+Hydrogen chloride is (). | Choices: [a compound, an elementary substance] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
+A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
+Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
+The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one atomic symbol.
+The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
+For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple atomic symbols.
+The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | Solution: You can tell whether hydrogen chloride is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for hydrogen chloride, HCl, contains two atomic symbols: H for hydrogen and Cl for chlorine. So, the formula tells you that hydrogen chloride is composed of two chemical elements bonded together.
+Since hydrogen chloride is composed of multiple chemical elements bonded together, hydrogen chloride is a compound. | Hint: Hydrogen chloride is part of the liquid in your stomach that helps digest food. The chemical formula for hydrogen chloride is HCl."
+"Question: What is the mass of an ear of corn? | Choices: [16 ounces, 16 tons, 16 pounds] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of an ear of corn is 16 ounces.
+16 pounds and 16 tons are both too heavy. | Hint: Select the best estimate."
+"Question: Using only these supplies, which question can Logan investigate with an experiment? | Choices: [Does a big toy car go down the wooden ramp faster than a small toy car?, Do toy cars go faster down the ramp made of wood or the ramp made of cardboard?, Do toy cars with plastic wheels go faster down the cardboard ramp than toy cars with metal wheels?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Logan and his sister are building ramps to race their toy cars down. Logan notices that the cars go down some of the ramps faster than others. He wonders what factors affect the cars' speed. So, he decides to design an experiment. He has the following supplies available:
+two identical toy cars
+a wooden ramp three feet long and two feet tall
+a cardboard ramp three feet long and two feet tall"
+"Question: Does this passage describe the weather or the climate?
+Hanson enjoys the cool evening breezes that are common on summer evenings where he lives. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Hanson enjoys the cool evening breezes that are common on summer evenings where he lives.
+This passage tells you about the usual wind patterns where Hanson lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: What does the euphemism in this text suggest?
+William is big-boned, so despite being in middle school, he often shops in the men's department. | Choices: [William is tall for his age., William is overweight.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The euphemism big-boned suggests that William is overweight."
+"Question: Based on this information, what is Flash's phenotype for the horns trait? | Choices: [HH, not having horns] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Flash's observable version of the horns trait is not having horns. So, Flash's phenotype for the horns trait is not having horns. | Hint: In a group of cows, some individuals have horns and others do not. In this group, the gene for the horns trait has two alleles. The allele H is for not having horns, and the allele h is for having horns.
+Flash, a cow from this group, does not have horns. Flash has two alleles for not having horns."
+"Question: What is the source of the allusion in the sentence below?
+By the time Sarah had finished explaining to Mr. Kramer what had happened, her friends were laughingly referring to her as Scheherazade. | Choices: [ancient legend, the Bible] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Scheherazade is ancient legend.
+The Arabian Nights presents the ancient legend of how Scheherazade successfully postpones her imminent death by mesmerizing her captor with a thousand and one fascinating tales.
+The allusion Scheherazade means a person who uses his or her arts to distract someone and avoid consequences."
+"Question: What is the source of the allusion in the sentence below?
+Bobby spoke at the city council meeting, claiming the new recycling regulations were draconian. | Choices: [a fairy tale, Greek history] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion draconian is Greek history.
+Draco, a government official in seventh-century Athens, Greece, wrote a code of laws that called for severe punishments for even minor offenses.
+The allusion draconian means harsh."
+"Question: What kind of sentence is this?
+Roger is the best cook I know! | Choices: [interrogative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence."
+"Question: Which tense does the sentence use?
+Mrs. Murphy will reply to Grayson's question about space. | Choices: [past tense, future tense, present tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, reply. The verb tells you about something that is going to happen."
+"Question: Which tense does the sentence use?
+Dad will sew a patch on my pants. | Choices: [present tense, past tense, future tense] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, sew. The verb tells you about something that is going to happen."
+"Question: According to Newton's third law, what other force must be happening? | Choices: [The Moon is pushing on Earth., The Moon is pulling on Earth.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Predict forces using Newton's third law | Lecture: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
+For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Solution: Earth is pulling on the Moon. So, Newton's third law tells you that the Moon is pulling on Earth. | Hint: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
+Consider the following force:
+Earth is pulling on the Moon."
+"Question: Would you find the word snout on a dictionary page with the following guide words?
+sheep - spoil | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since snout is between the guide words sheep - spoil, it would be found on that page."
+"Question: Which correctly shows the title of a book? | Choices: [""The Trumpet of the Swan"", ***The Trumpet of the Swan***] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A book should be in italics.
+The correct title is **The Trumpet of the Swan**."
+"Question: Which figure of speech is used in this text?
+Tara's Bistro used to be a great place to go for a delicious and carefully prepared dinner, but nobody goes there anymore: it's too crowded. | Choices: [oxymoron, paradox] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Nobody goes there anymore: it's too crowded at first appears to be contradictory, because if no one goes to the restaurant, then the restaurant should be empty, not crowded. However, it contains some truth: if a restaurant is frequently perceived to be too crowded, many people will no longer want to go there."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Grandma Leah,, Dear grandma Leah,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Grandma Leah is capitalized because it is a proper noun."
+"Question: Which logical fallacy is used in the text?
+You may be impressed by Senator Murphy's work with low-income communities, but the fact remains that he graduated from an elite university. He couldn't possibly empathize with low-income constituents. | Choices: [hasty generalization: a broad claim based on too few observations, bandwagon fallacy: the assumption that the popular choice is automatically correct, guilt by association: a negative association intended to discredit someone or something] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Senator Murphy can't empathize with his low-income constituents because he went to an elite university. However, going to an elite university doesn't necessarily mean you're out of touch. This illustrates a type of logical fallacy known as guilt by association."
+"Question: What information supports the conclusion that Quincy acquired this trait? | Choices: [Quincy's friend showed him how to ride a bicycle., Quincy and his mother both ride bicycles., Quincy rides his bicycle to school.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Quincy can ride a bicycle."
+"Question: Select the vertebrate. | Choices: [woodpecker, castor bean tick, grasshopper, red-spotted purple butterfly] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A woodpecker is a bird. Like other birds, a woodpecker is a vertebrate. It has a backbone.
+A grasshopper is an insect. Like other insects, a grasshopper is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A red-spotted purple butterfly is an insect. Like other insects, a red-spotted purple butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A castor bean tick is an insect. Like other insects, a castor bean tick is an invertebrate. It does not have a backbone. It has an exoskeleton. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: What does the idiom in this text suggest?
+In such an unfamiliar environment, Dirk was a fish out of water. | Choices: [Dirk felt out of place., Dirk had not visited that location before.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom a fish out of water suggests that Dirk felt out of place. A fish out of water is someone out of his or her usual, comfortable environment."
+"Question: What do these two changes have in common?
+mixing sand and water
+a sidewalk heating up in the sun | Choices: [Both are chemical changes., Both are caused by cooling., Both are only physical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Mixing sand and water is a physical change. Adding water makes the sand wet. But both the sand and water are still made of the same type of matter as before.
+A sidewalk heating up in the sun is a physical change. The temperature of the sidewalk goes up, but the sidewalk is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+A sidewalk getting warm in the sun is caused by heating. But mixing sand and water is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Suppose Isabelle decides to see the storks. Which result would be a cost? | Choices: [Isabelle will enjoy seeing the storks more than she would have enjoyed seeing the cranes., Isabelle will spend more time walking to the storks. They are on the other side of the zoo, but the cranes are close by.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Isabelle wants or needs:
+Isabelle will spend more time walking to the storks. They are on the other side of the zoo, but the cranes are close by. | Hint: Isabelle is deciding whether to see the storks or the cranes at the zoo. She wants to see lots of animals, but the zoo is closing soon."
+"Question: Complete the statement.
+During this chemical reaction, the solution becomes (). | Choices: [colder, warmer] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: chemistry | Skill: Describe energy changes in chemical reactions | Lecture: During a chemical reaction, thermal energy is absorbed or released as heat. This transfer of thermal energy changes the temperature of the reaction's surroundings. The surroundings are everything around the reaction, such as the solution that the reaction takes place in or the air nearby.
+Some reactions release thermal energy into the surroundings. This thermal energy is converted from chemical energy, which is provided by the molecules in the reaction. As the thermal energy moves out of the reaction and into the surroundings, the temperature of the surroundings increases.
+Some reactions absorb thermal energy from the surroundings. This thermal energy is converted into chemical energy during the reaction. As the thermal energy moves out of the surroundings and into the reaction, the temperature of the surroundings decreases. | Solution: To determine whether the solution becomes warmer or colder, look for the text that describes the movement of thermal energy during the reaction.Pickling is used to prevent foods such as meat and vegetables from spoiling too soon. Food that has been pickled may remain edible for more than a year! One type of pickling involves soaking the food in a solution of water and sodium chloride (NaCl). When sodium chloride is dissolved in water, sodium ions (Na+) and chloride ions (Cl−) form in the solution. During this process, a small amount of thermal energy is taken in from the surroundings.The underlined text tells you that thermal energy is taken in from the surroundings. Because thermal energy moves out of the surroundings and into the reaction, the temperature of the surroundings decreases.The surroundings include the solution that the reaction takes place in. So, the solution becomes colder. | Hint: When a chemical reaction absorbs or releases thermal energy, the reaction causes a change in temperature. Read the passage about a chemical reaction that absorbs or releases thermal energy. Then, follow the instructions below.
+Pickling is used to prevent foods such as meat and vegetables from spoiling too soon. Food that has been pickled may remain edible for more than a year! One type of pickling involves soaking the food in a solution of water and sodium chloride (NaCl). When sodium chloride is dissolved in water, sodium ions (Na+) and chloride ions (Cl−) form in the solution. During this process, a small amount of thermal energy is taken in from the surroundings."
+"Question: What is the volume of a blender? | Choices: [2 milliliters, 2 liters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a blender is 2 liters.
+2 milliliters is too little. | Hint: Select the better estimate."
+"Question: Which change better matches the sentence?
+A part of Earth's surface shakes. | Choices: [earthquake, erosion] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: earth-science | Skill: Classify changes to Earth's surface | Lecture: nan | Solution: nan"
+"Question: What is the source of the allusion in the sentence below?
+When it comes to starting new businesses, Kinsley seems to have a Midas touch. | Choices: [the Bible, Greek mythology] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Midas is Greek mythology.
+In Greek mythology, King Midas is granted his wish that everything he touches turn to gold.
+The allusion Midas means fortunate."
+"Question: What information supports the conclusion that Sidney acquired this trait? | Choices: [Sidney is most interested in American history., Sidney learned history by reading.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Sidney knows a lot about history."
+"Question: How long is a hiking trail? | Choices: [6 centimeters, 6 kilometers] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?
+The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.
+There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.
+There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. | Solution: The better estimate for the length of a hiking trail is 6 kilometers.
+6 centimeters is too short. | Hint: Select the better estimate."
+"Question: What is the volume of a bowl of soup? | Choices: [8 gallons, 8 cups, 8 fluid ounces] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a bowl of soup is 8 fluid ounces.
+8 cups and 8 gallons are both too much. | Hint: Select the best estimate."
+"Question: Based on the passage, what was the Protestant Reformation? | Choices: [a war fought between Catholics in northern and western Europe, a movement demanding that the Catholic Church change some of its practices, a period when people asked Protestant churches to reform their teachings, a conflict between Protestants and people who separated from the Catholic Church] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: world-history | Skill: The Reformation | Lecture: nan | Solution: The Protestant Reformation was a movement demanding that the Catholic Church reform, or change, some of its practices. Catholic leaders were asked to reform, or change, what they were teaching and how they led the Catholic community. Choice ""a period when people asked Protestant churches to reform their teachings"" is incorrect. The Reformation was a period when people asked the Catholic Church to reform. Choice ""a conflict between Protestants and people who separated from the Catholic Church"" is incorrect. The people who left the Catholic Church were not in conflict with Protestants. They were Protestants. Choice ""a war fought between Catholics in northern and western Europe"" is incorrect. Before the Reformation, most people in northern and western Europe were Catholics, but they were not fighting with each other during this time. | Hint: The Protestant Reformation, often called the Reformation, was an important period in European history. Read the following description of the Reformation. Then answer the question below.
+Before the 1500s, most people in northern and western Europe followed a Christian religion called Roman Catholicism. The leader of the Roman Catholic Church was called the pope. Many people criticized the pope and the Catholic Church during the Reformation. Catholic leaders were asked to reform, or change, what they were teaching and how they led the Catholic community. Some of the people calling for reform decided to separate from the Catholic Church and became known as Protestants."
+"Question: Each bus takes the same amount of time to stop. Which school bus needs a larger force to come to a stop? | Choices: [a school bus carrying 700 pounds, a school bus carrying 500 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the school bus that is heavier.
+A school bus carrying 700 pounds is heavier than a school bus carrying 500 pounds. So, the school bus carrying 700 pounds needs a larger force to come to a stop in the same amount of time as the other bus. | Hint: Kids from two different schools are riding their school buses home. The buses are the same. They are going the same speed. But different numbers of kids are riding in each bus."
+"Question: How long is a basketball court? | Choices: [27 meters, 27 millimeters, 27 centimeters, 27 kilometers] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a basketball court is 27 meters.
+27 millimeters and 27 centimeters are too short. 27 kilometers is too long. | Hint: Select the best estimate."
+"Question: Using only these supplies, which question can Steven investigate with an experiment? | Choices: [Does a big toy car go down the wooden ramp faster than a small toy car?, Do toy cars go faster down the ramp made of wood or the ramp made of cardboard?, Do toy cars with plastic wheels go faster down the cardboard ramp than toy cars with metal wheels?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Steven and his sister are building ramps to race their toy cars down. Steven notices that the cars go down some of the ramps faster than others. He wonders what factors affect the cars' speed. So, he decides to design an experiment. He has the following supplies available:
+two identical toy cars
+a wooden ramp three feet long and two feet tall
+a cardboard ramp three feet long and two feet tall"
+"Question: According to Newton's third law, what other force must be happening? | Choices: [The hockey puck is pulling on the hockey stick., The hockey puck is pushing on the hockey stick.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Predict forces using Newton's third law | Lecture: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
+For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Solution: The hockey stick is pushing on the hockey puck. So, Newton's third law tells you that the hockey puck is pushing on the hockey stick. | Hint: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
+Consider the following force:
+A hockey stick is pushing on a hockey puck."
+"Question: Using only these supplies, which question can Martha investigate with an experiment? | Choices: [Does the basketball bounce higher on gravel or on grass?, Do larger basketballs bounce higher than smaller basketballs on a brick patio?, Does the basketball bounce higher on a lawn or on a dirt path?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Martha gets a basketball for her birthday and dribbles it around her neighborhood. She notices that sometimes the ball bounces higher than other times. She wonders what factors affect how high her ball bounces. So, she decides to design an experiment. She has the following supplies available:
+one basketball
+access to a brick patio
+access to a grassy lawn
+access to a gravel driveway
+a meterstick"
+"Question: Select the animal that does not have a backbone. | Choices: [toucan, castor bean tick] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A castor bean tick is an insect. Like other insects, a castor bean tick does not have a backbone. It has a hard outer cover.
+A toucan is a bird. Like other birds, a toucan has a backbone. | Hint: Hint: Insects, spiders, and worms do not have backbones."
+"Question: Based on this information, what is Sugar's phenotype for the fur texture trait? | Choices: [straight fur, wavy fur] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Sugar's genotype for the fur texture gene is ff. Sugar's genotype of ff has only f alleles. The f allele is for wavy fur. So, Sugar's phenotype for the fur texture trait must be wavy fur.
+To check this answer, consider whether Sugar's alleles are dominant or recessive. The allele for wavy fur (f) is recessive to the allele for straight fur (F). This means F is a dominant allele, and f is a recessive allele.
+Sugar's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Sugar's phenotype for the fur texture trait must be wavy fur. | Hint: In a group of Syrian hamsters, some individuals have straight fur and others have wavy fur. In this group, the gene for the fur texture trait has two alleles. The allele for wavy fur (f) is recessive to the allele for straight fur (F).
+Sugar is a Syrian hamster from this group. Sugar has the homozygous genotype ff for the fur texture gene."
+"Question: What is the source of the allusion in the sentence below?
+The politician's staff decided it was time to get off the Titanic, so they left the campaign and started looking for other jobs. | Choices: [history, a song] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Titanic is history.
+The Titanic was a luxury steamship touted as indestructible, but in 1912, on its maiden voyage, it hit an iceberg in the Atlantic Ocean and sank.
+The allusion Titanic means a large project facing failure."
+"Question: Which logical fallacy is used in the text?
+Does she do well in school because she's smart, or is it because she works hard? | Choices: [slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, ad hominem: an attack against the person making the argument, rather than the argument itself, false dichotomy: an argument that presents only two choices when more options exist] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that she must do well in school either because she's smart or because she works hard. However, someone can be both smart and hardworking. This illustrates a type of logical fallacy known as a false dichotomy."
+"Question: Use the evidence in the text to select the photosynthetic organism. | Choices: [The Sargasso Sea in the Atlantic Ocean is named after Sargassum algae. This organism floats on the surface of tropical waters and uses energy from sunlight to make food., The shaggy frogfish is able to blend into its surroundings because it looks like a rock covered in algae. The shaggy frogfish also has a small, white fin on its head that it uses to attract other fish. The frogfish can eat these fish in one gulp.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Identify the photosynthetic organism | Lecture: Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy, carbon dioxide, and water to produce sugars and oxygen.
+Photosynthetic organisms also often have the following characteristics:
+They are producers, which are organisms that make their own food inside their cells. Because producers make their own food, they typically do not eat other organisms.
+Their cells contain chloroplasts, which are cell structures where photosynthesis occurs.
+Their chloroplasts often contain a green substance called chlorophyll. Chlorophyll captures light energy from the Sun to power photosynthesis.
+They use the sugars they produce during photosynthesis as food. This food provides energy that helps the organisms live, grow, and reproduce. | Solution: This organism is photosynthetic:
+The text tells you that Sargassum algae uses energy from sunlight to make food. This is evidence that Sargassum algae is a photosynthetic organism.
+This organism is not photosynthetic:
+The text does not provide evidence that the shaggy frogfish is photosynthetic."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Danny peeled the wrappers off of the blueberry muffins and then set them aside., Danny peeled the wrappers off of the blueberry muffins and then set the wrappers aside.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun them could refer to the wrappers or the blueberry muffins.
+The first answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the wrappers.
+Danny peeled the wrappers off of the blueberry muffins and then set the wrappers aside."
+"Question: What does the simile in this text suggest?
+A simple change of scenery can be like an ice-cold lemonade on a warm summer day. | Choices: [Spending time in a different place is refreshing., A cold climate is invigorating.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night. | Solution: The text includes a simile, using like or as to compare two things that are not actually alike.
+The simile like an ice-cold lemonade suggests that spending time in a different place is refreshing. An ice-cold lemonade can make you feel better, and so can a change of scenery."
+"Question: Which text uses the word disinterested in its traditional sense? | Choices: [Bonnie is excellent in her position as class treasurer. She always manages to be disinterested in student council debates about the allocation of extracurricular funds., Bonnie is happy with her position as class treasurer. Though she would have the support of the student council, she is disinterested in running for student body president.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses disinterested in its traditional sense: unbiased or impartial.
+Bonnie is excellent in her position as class treasurer. She always manages to be disinterested in student council debates about the allocation of extracurricular funds.
+The first text uses disinterested in its nontraditional sense: uninterested or indifferent.
+Bonnie is happy with her position as class treasurer. Though she would have the support of the student council, she is disinterested in running for student body president.
+Most style guides recommend to use the traditional sense of the word disinterested because it is considered more standard."
+"Question: What information supports the conclusion that Scott acquired this trait? | Choices: [Scott learned how to build a fire at summer camp., Scott can cook food over a fire.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Scott knows how to build a fire."
+"Question: What is the mass of a news magazine? | Choices: [9 tons, 9 pounds, 9 ounces] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a news magazine is 9 ounces.
+9 pounds and 9 tons are both too heavy. | Hint: Select the best estimate."
+"Question: Which correctly shows the title of a movie? | Choices: [The Princess and the Frog, The princess and the Frog] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The words and and the are not important, so they should not be capitalized.
+The correct title is The Princess and the Frog."
+"Question: Which tense does the sentence use?
+Katie and Liz race down the hill. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, race. The verb tells you about something that is true or happening now."
+"Question: Which block of iron has more thermal energy? | Choices: [the hotter block of iron, the colder block of iron] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two blocks of iron are made of the same material and have the same mass. So, the hotter block of iron has more thermal energy. | Hint: Two 1-kilogram blocks of iron are identical except for their temperatures."
+"Question: Using only these supplies, which question can Dan investigate with an experiment? | Choices: [Do toy cars go faster down the ramp made of wood or the ramp made of cardboard?, Do toy cars with plastic wheels go faster down the cardboard ramp than toy cars with metal wheels?, Does a big toy car go down the wooden ramp faster than a small toy car?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Dan and his sister are building ramps to race their toy cars down. Dan notices that the cars go down some of the ramps faster than others. He wonders what factors affect the cars' speed. So, he decides to design an experiment. He has the following supplies available:
+two identical toy cars
+a wooden ramp three feet long and two feet tall
+a cardboard ramp three feet long and two feet tall"
+"Question: Select the mixture. | Choices: [silver, pasta sauce] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Identify mixtures | Lecture: A pure substance is made of only one type of matter.
+A mixture is made of two or more types of matter mixed together. | Solution: nan"
+"Question: Which logical fallacy is used in the text?
+Jackson is not qualified to run the Environmental Club. Have you seen his sister's huge, horrifically inefficient car? The planet cries whenever she turns on the ignition. | Choices: [slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, guilt by association: a negative association intended to discredit someone or something, straw man: a misrepresentation of an opponent's position that makes it easier to argue against] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Jackson isn't qualified to run the Environmental Club because his sister drives a fuel inefficient car. However, the behavior of Jackson's sister does not necessarily reflect Jackson's own behavior. This illustrates a type of logical fallacy known as guilt by association."
+"Question: Which is a complex sentence? | Choices: [Freedom of speech and trial by jury are two important rights in the United States Constitution., Kyle picked raspberries in the field until his fingertips were stained red.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction until.
+Kyle picked raspberries in the field until his fingertips were stained red."
+"Question: Which is the most flexible? | Choices: [cardboard, brick path, wood board] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Flexible is a property. A flexible material can be bent without breaking easily.
+Look at each picture, one at a time. Imagine bending the material shown in each picture.
+Of the choices, the cardboard is the most flexible. If you gently twist cardboard, it will not tear easily."
+"Question: Which organ controls what the body's organs do? | Choices: [skin, lungs, brain, heart] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Human organs and their functions | Lecture: nan | Solution: nan"
+"Question: Using only these supplies, which question can Bryan investigate with an experiment? | Choices: [Which of the three types of tomato seeds sprouts the fastest?, Does a certain kind of tomato plant grow taller when planted in a clay pot or in a plastic pot?, Which type of soil will cause a certain kind of tomato plant to grow the most fruit?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Bryan and his classmates are growing tomato plants in the school garden. He wonders what factors affect how tomato plants grow. So, he decides to design an experiment. He has the following supplies available:
+three different types of tomato seeds
+one bag of potting soil
+five identical clay pots
+water"
+"Question: Which pencil has a higher temperature? | Choices: [the pencil with more thermal energy, the pencil with less thermal energy] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two pencils are made of the same material and have the same mass. So, the pencil with more thermal energy has a higher temperature. | Hint: Two pencils are identical except for their thermal energies."
+"Question: What information supports the conclusion that Whitney acquired this trait? | Choices: [Whitney learned how to build a fire at summer camp., Whitney can cook food over a fire.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Whitney knows how to build a fire."
+"Question: Which sentence states a fact? | Choices: [In a beehive, a worker bee's job is more important than the queen's job., In a beehive, the queen lays eggs while the workers guard the hive.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The second sentence states a fact.
+In a beehive, the queen lays eggs while the workers guard the hive.
+It can be proved by reading a book about bees.
+The first sentence states an opinion.
+In a beehive, a worker bee's job is more important than the queen's job.
+More important shows what a person believes, thinks, or feels. Another person might have a different opinion about which job is more important."
+"Question: Select the one animal that has all of the marsupial traits listed above. | Choices: [Koalas have fluffy gray fur. Until a baby koala is about seven months old, its mother carries it in a pouch on the front of her body., Galapagos giant tortoises hatch from eggs with shells and live on the Galapagos Islands in the Pacific Ocean. They can live to be over 150 years old! Galapagos giant tortoises have scaly, waterproof skin.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify animals | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Marsupials have the following traits:
+They have offspring that lives in the mother's pouch after birth.
+They have fur or hair.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A Galapagos giant tortoise has the following traits:
+It has scaly, waterproof skin.
+It makes eggs with shells.
+A Galapagos giant tortoise does not have all of the traits of a marsupial. A Galapagos giant tortoise is a reptile.
+A koala has the following traits:
+It has offspring that lives in the mother's pouch after birth.
+It has fur.
+A koala has the traits of a marsupial. A koala is a marsupial. | Hint: Marsupials are a group of animals with similar traits. The following traits can be used to identify marsupials:
+They have offspring that lives in the mother's pouch after birth.
+They have fur or hair. Observe the animals and read the descriptions."
+"Question: Is a toy a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a toy is a good or a service, ask these questions:
+Is a toy something you can touch? Yes.
+Is a toy a job you might pay someone else to do? No.
+So, a toy is a good."
+"Question: Which correctly shows the title of a short story? | Choices: [""What the Bell saw and Said"", ""What the Bell Saw and Said""] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The words the and and are not important, so they should not be capitalized.
+The correct title is ""What the Bell Saw and Said."""
+"Question: What is the source of the allusion in the sentence below?
+Troy's Falstaffian nature makes him stand out at a party. | Choices: [Greek mythology, Shakespeare] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Falstaffian is Shakespeare.
+Sir John Falstaff, a comical character in several of William Shakespeare's plays, is known for his cheerful sociability and sometimes off-color humor.
+The allusion Falstaffian means characterized by joviality and enjoyment of food and drink."
+"Question: Which word does not rhyme? | Choices: [bait, mail, wait] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words bait and wait rhyme. They both end with the ait sound.
+The word mail does not rhyme. It ends with a different sound."
+"Question: Which figure of speech is used in this text?
+At twenty-one, Jamal felt overwhelmed with adult responsibilities and wished he could fly off to Neverland. | Choices: [allusion, onomatopoeia] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+Neverland alludes to the story of Peter Pan, a boy who lived in Neverland and never grew up."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Scott, did you ask the nurses if the flu vaccination is available yet?, Scott, did you ask them if the flu vaccination is available yet?] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun them is used without its antecedent.
+The second answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the nurses.
+Scott, did you ask the nurses if the flu vaccination is available yet?"
+"Question: Which object has the least thermal energy? | Choices: [a 4-kilogram brick at a temperature of 281°F, a 4-kilogram brick at a temperature of 294°F, a 4-kilogram brick at a temperature of 276°F] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: All three bricks have the same mass but different temperatures. Since the 276°F brick is the coldest, it has the least thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Use the evidence in the text to select the photosynthetic organism. | Choices: [Javan green magpies get their green color from the food they eat, which includes insects and lizards., Bee orchid leaves are green because they contain chlorophyll. Chlorophyll captures energy from sunlight.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Identify the photosynthetic organism | Lecture: Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy, carbon dioxide, and water to produce sugars and oxygen.
+Photosynthetic organisms also often have the following characteristics:
+They are producers, which are organisms that make their own food inside their cells. Because producers make their own food, they typically do not eat other organisms.
+Their cells contain chloroplasts, which are cell structures where photosynthesis occurs.
+Their chloroplasts often contain a green substance called chlorophyll. Chlorophyll captures light energy from the Sun to power photosynthesis.
+They use the sugars they produce during photosynthesis as food. This food provides energy that helps the organisms live, grow, and reproduce. | Solution: This organism is photosynthetic:
+The text tells you that bee orchids use chlorophyll to capture energy from sunlight. This is evidence that the bee orchid is a photosynthetic organism.
+This organism is not photosynthetic:
+The text does not provide evidence that the Javan green magpie is photosynthetic."
+"Question: Does this passage describe the weather or the climate?
+Caleb lives in a city that is often covered by thick stratus clouds. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Caleb lives in a city that is often covered by thick stratus clouds.
+This passage tells you about the usual clouds where Caleb lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Select the vertebrate. | Choices: [green iguana, julia butterfly, black orb weaver spider, bull ant] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A bull ant is an insect. Like other insects, a bull ant is an invertebrate. It does not have a backbone. It has an exoskeleton.
+Like other spiders, a black orb weaver spider is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A julia butterfly is an insect. Like other insects, a julia butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A green iguana is a reptile. Like other reptiles, a green iguana is a vertebrate. It has a backbone. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Which object has more thermal energy? | Choices: [a 9-kilogram block of iron at a temperature of 175°C, a 9-kilogram block of iron at a temperature of 165°C] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two blocks of iron have the same mass but different temperatures. Since the 175°C block is hotter than the 165°C block, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: What does the verbal irony in this text suggest?
+""Sleeping through the rooster's crowing was no problem,"" Brennan joked with a yawn. | Choices: [Brennan finds roosters amusing., Brennan slept poorly.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Sleeping through the rooster's crowing was no problem ironically suggests that Brennan slept poorly. Brennan was tired, so the rooster's crowing was clearly a problem."
+"Question: Would you find the word belief on a dictionary page with the following guide words?
+bind - bug | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since belief is not between the guide words bind - bug, it would not be found on that page."
+"Question: What do these two changes have in common?
+a puddle freezing into ice on a cold night
+shaking up salad dressing | Choices: [Both are caused by heating., Both are chemical changes., Both are caused by cooling., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A puddle freezing into ice on a cold night is a change of state. So, it is a physical change. Liquid water freezes and becomes solid, but it is still made of water. A different type of matter is not formed.
+Shaking up salad dressing is a physical change. The different parts mix together, but they are still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+A puddle freezing is caused by cooling. But shaking up salad dressing is not."
+"Question: Complete the sentence so that it uses personification.
+The wind () dispersed the leaves that Zack had spent so long raking. | Choices: [completely, carelessly] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word carelessly. It describes the wind as if it were a person who didn't care."
+"Question: Would you find the word period on a dictionary page with the following guide words?
+pity - practice | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since period is not between the guide words pity - practice, it would not be found on that page."
+"Question: Which figure of speech is used in this text?
+Jonathan's room is as tidy as an overgrown garden. | Choices: [pun, verbal irony] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As tidy as an overgrown garden shows verbal irony because an overgrown garden is not tidy."
+"Question: Select the animal that has a backbone. | Choices: [kangaroo, comet moth] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A comet moth is an insect. Like other insects, a comet moth does not have a backbone. It has a hard outer cover.
+A kangaroo is a mammal. Like other mammals, a kangaroo has a backbone. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones."
+"Question: Complete the sentence.
+Water evaporating from a lake is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+A change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. | Solution: Water evaporating from a lake is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed."
+"Question: Select the one true statement. | Choices: [An animal cell has neither a cell wall nor chloroplasts., Lysosomes are the sites where ribosomes build proteins in animal cells., Mitochondria are inside the nucleus of a plant cell.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Compare cells and cell parts | Lecture: nan | Solution: nan"
+"Question: What information supports the conclusion that Tony inherited this trait? | Choices: [Tony's parents have blond hair. They passed down this trait to Tony., Tony's mother cuts his hair every month.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Tony has blond hair."
+"Question: Complete the sentence.
+Making whipped cream is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Making whipped cream is a physical change. Whipped cream is a mixture of cream and air. But making a mixture does not form a different type of matter.
+As cream is whipped, its molecules begin to stick together. But the bonds between the atoms in the molecules do not change. Air gets trapped between the molecules in the cream. This makes the cream fluffy."
+"Question: Suppose Natalie decides to make potato soup. Which result would be a cost? | Choices: [Natalie will save some time. The beef barley soup would have taken longer to make than the potato soup., Natalie will give up the chance to eat the beef barley soup, which would have been tastier than the potato soup.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Natalie wants or needs:
+Natalie will give up the chance to eat the beef barley soup, which would have been tastier than the potato soup. | Hint: Natalie is deciding whether to make beef barley soup or potato soup for dinner. She wants dinner to be as tasty as possible. But she is also hungry and wants to eat soon."
+"Question: What information supports the conclusion that Ariana inherited this trait? | Choices: [Ariana's father has brown eyes. He passed this trait down to Ariana., Ariana's hair is the same color as her brown eyes.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Ariana has brown eyes."
+"Question: Which is a complex sentence? | Choices: [Kenny picked raspberries in the field until his fingertips were stained red., In June, Sue and Mitchell will graduate with honors from Clarksville High School.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction until.
+Kenny picked raspberries in the field until his fingertips were stained red."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Alice and her husband met Jill for lunch at a small café around the block from her office., Alice and her husband met Jill for lunch at a small café around the block from Jill's office.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun her could refer to Alice or Jill.
+The first answer choice shows a possible correction for the vague pronoun reference. Her has been replaced with Jill's.
+Alice and her husband met Jill for lunch at a small café around the block from Jill's office."
+"Question: Using only these supplies, which question can Danny investigate with an experiment? | Choices: [Do toy cars go faster down the ramp made of wood or the ramp made of cardboard?, Does a big toy car go down the wooden ramp faster than a small toy car?, Do toy cars with plastic wheels go faster down the cardboard ramp than toy cars with metal wheels?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Danny and his sister are building ramps to race their toy cars down. Danny notices that the cars go down some of the ramps faster than others. He wonders what factors affect the cars' speed. So, he decides to design an experiment. He has the following supplies available:
+two identical toy cars
+a wooden ramp three feet long and two feet tall
+a cardboard ramp three feet long and two feet tall"
+"Question: Using only these supplies, which question can Kamal investigate with an experiment? | Choices: [Do rubber balloons stick to a wooden door or a metal door longer after being rubbed on his hair?, Do rubber balloons or foil balloons stick to the wooden door longer after being rubbed on his hair?, Do rubber balloons stick to a cotton blanket or a wooden door longer after being rubbed on his hair?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Kamal went to a magic show. The magician rubbed a balloon on her hair and then held the balloon against a wall. When the magician released the balloon, Kamal was amazed to see that it stuck to the wall! He wonders what factors affect how well balloons stick to different surfaces. So, he decides to design an experiment. He has the following supplies available:
+the hair on his own head
+a cotton blanket
+a wooden door
+five rubber balloons"
+"Question: What information supports the conclusion that Russell acquired this trait? | Choices: [Russell learned biology by doing experiments., Russell is most interested in plant biology.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Russell knows a lot about biology."
+"Question: What is the volume of a soda bottle cap? | Choices: [10 liters, 10 milliliters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a soda bottle cap is 10 milliliters.
+10 liters is too much. | Hint: Select the better estimate."
+"Question: Which sentence states a fact? | Choices: [Bananas taste great with melted chocolate., Bananas turn yellow as they become ripe.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The first sentence states a fact.
+Bananas turn yellow as they become ripe.
+It can be proved by observing bananas as they ripen.
+The second sentence states an opinion.
+Bananas taste great with melted chocolate.
+Great shows what a person believes, thinks, or feels. Another person might have a different opinion about how bananas with melted chocolate taste."
+"Question: Select the living thing. | Choices: [cat, house] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. Living things use this energy to grow and change. All living things grow and change during their lives.
+All living things sense changes in the world around them. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A cat is a living thing.
+Cats grow and respond to the world around them. They need food and water.
+A house is not a living thing.
+Houses do not have all of the traits of living things. They do not grow or respond to the world around them. They do not need food or water."
+"Question: Which correctly shows the title of a poem? | Choices: [""About the Teeth of Sharks"", ""about the teeth of Sharks""] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The words the and of are not important, so they should not be capitalized.
+The correct title is ""About the Teeth of Sharks."""
+"Question: Based on this information, what is this pea plant's phenotype for the pod shape trait? | Choices: [constricted pods, dd] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. The pea plant's observable version of the pod shape trait is constricted pods. So, the plant's phenotype for the pod shape trait is constricted pods. | Hint: This passage describes the pod shape trait in pea plants:
+
+In a group of pea plants, some individuals have inflated pods and others have constricted pods. In this group, the gene for the pod shape trait has two alleles. The allele D is for inflated pods, and the allele d is for constricted pods.
+A certain pea plant from this group has constricted pods. This plant has two alleles for constricted pods."
+"Question: What information supports the conclusion that Fred acquired this trait? | Choices: [Fred learned how to build a fire at summer camp., Fred can cook food over a fire.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Fred knows how to build a fire."
+"Question: Is a toothbrush a good or a service? | Choices: [a service, a good] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a toothbrush is a good or a service, ask these questions:
+Is a toothbrush something you can touch? Yes.
+Is a toothbrush a job you might pay someone else to do? No.
+So, a toothbrush is a good."
+"Question: Complete the sentence.
+Cesar Chavez came from () family. | Choices: [an African American, a Mexican American, a Chinese American, a French American] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: us-history | Skill: Cesar Chavez | Lecture: nan | Solution: Cesar Chavez came from a Mexican American family:
+His father's parents were from Mexico. They moved to the United States in 1880. Cesar Chavez's father was born in Arizona.
+Cesar Chavez's mother was born in Mexico. She and her family moved to Arizona when she was six months old.
+Cesar Chavez was born in the United States in 1927.
+During Cesar Chavez's life, he and many other Mexican American people were treated unfairly because of their heritage. Cesar Chavez worked to fight this unequal treatment."
+"Question: Suppose Tommy decides to plant the gardenias. Which result would be a cost? | Choices: [Tommy will give up the chance to look at the palm tree. He thinks it would have looked more beautiful than the gardenias., He will save some space. The gardenias will use up less space than the palm tree would have used up.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Tommy wants or needs:
+Tommy will give up the chance to look at the palm tree. He thinks it would have looked more beautiful than the gardenias. | Hint: Tommy is deciding whether to plant gardenias or a palm tree in his backyard. He wants to make his backyard more beautiful. But he also wants to leave space for doing fun things."
+"Question: Based on this information, what is Madelyn's phenotype for the Thomsen disease trait? | Choices: [not having Thomsen disease, having Thomsen disease] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Madelyn's genotype for the Thomsen disease gene is MM. Madelyn's genotype of MM has only M allelles. The M allele is for having Thomsen disease. So, Madelyn's phenotype for the Thomsen disease trait must be having Thomsen disease.
+To check this answer, consider whether Madelyn's alleles are dominant or recessive. The allele for not having Thomsen disease (m) is recessive to the allele for having Thomsen disease (M). This means M is a dominant allele, and m is a recessive allele.
+Madelyn's genotype of MM has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Madelyn's phenotype for the Thomsen disease trait must be having Thomsen disease. | Hint: This passage describes the Thomsen disease trait in humans:
+
+In a group of humans, some individuals have Thomsen disease and others do not. In this group, the gene for the Thomsen disease trait has two alleles. The allele for not having Thomsen disease (m) is recessive to the allele for having Thomsen disease (M).
+Madelyn is a human from this group. Madelyn has the homozygous genotype MM for the Thomsen disease gene."
+"Question: Using only these supplies, which question can Lisa investigate with an experiment? | Choices: [Do squash plants grow larger if the seeds are planted with compost or without compost?, If squash seeds and tomato seeds are planted with compost, which type of plant grows larger?, Do squash plants grow larger if the seeds are planted in small pots or in large pots?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Lisa has a small vegetable garden, which includes a compost pile of food scraps. She notices that some of the squash plants growing next to the compost pile grow differently than squash plants that are farther away. She wonders what factors affect how her squash plants grow. So, she decides to design an experiment. She has the following supplies available:
+one type of squash seeds
+four large clay pots
+soil
+a compost pile
+water"
+"Question: Which ball of clay has more thermal energy? | Choices: [the hotter ball of clay, the colder ball of clay] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two balls of clay are made of the same material and have the same mass. So, the hotter ball of clay has more thermal energy. | Hint: Two 200-gram balls of clay are identical except for their temperatures."
+"Question: Which sentence states a fact? | Choices: [Olympic athletes are excellent role models for kids., The first modern Olympic Games were held in Athens in 1896.] | Task: closed choice | Subject: social science | Grade: grade8 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved true by research or observation.
+George Washington became president of the United States in 1789.
+This statement is a fact. It can be proved by researching what year George Washington was inaugurated president.
+An opinion is something that a person believes, thinks, or feels. An opinion can be supported by evidence, but it cannot be proved true.
+George Washington was a better president than Thomas Jefferson.
+This statement is an opinion. People can have different ideas about what makes someone a ""better"" president, so the statement cannot be proved. | Solution: The first sentence states a fact.
+The first modern Olympic Games were held in Athens in 1896.
+It can be proved by researching the history of the Olympics.
+The second sentence states an opinion.
+Olympic athletes are excellent role models for kids.
+Excellent shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes a role model excellent."
+"Question: What is the temperature of the air on a hot day? | Choices: [37°C, 37°F] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: units-and-measurement | Skill: Estimate temperatures | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
+212°F | Water boils | 100°C
+98.6°F | Body temperature | 37°C
+68°F | Room temperature | 20°C
+32°F | Water freezes | 0°C
+ | Solution: The better estimate for the temperature of the air on a hot day is 37°C.
+37°F is too cold. | Hint: Select the better estimate."
+"Question: Compare the motion of three sailboats. Which sailboat was moving at the lowest speed? | Choices: [a sailboat that moved 50miles north in 10hours, a sailboat that moved 75miles north in 10hours, a sailboat that moved 35miles south in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each sailboat moved and the time it took to move that distance. The direction each sailboat moved does not affect its speed.
+Notice that each sailboat moved for 10 hours. The sailboat that moved 35 miles moved the shortest distance in that time. So, that sailboat must have moved at the lowest speed."
+"Question: Is the following trait inherited or acquired?
+Porter has a scar on his left ankle. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait."
+"Question: According to Newton's third law, what other force must be happening? | Choices: [The gas pedal is pushing on Nina's foot., The gas pedal is pulling on Nina's foot.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Predict forces using Newton's third law | Lecture: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
+For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Solution: Nina's foot is pushing on the gas pedal. So, Newton's third law tells you that the gas pedal is pushing on Nina's foot. | Hint: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
+Consider the following force:
+Nina's foot is pushing on her car's gas pedal."
+"Question: What information supports the conclusion that David acquired this trait? | Choices: [David's scar was caused by an accident. He cut his arm when he fell off his bicycle., Some scars fade more quickly than others.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+David has a scar on his right arm."
+"Question: What information supports the conclusion that Elizabeth acquired this trait? | Choices: [Elizabeth learned how to knit in an after school program., Elizabeth knits sweaters using cotton, wool, and other types of yarn.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Elizabeth knows how to knit sweaters."
+"Question: Which word would you find on a dictionary page with the following guide words?
+neck - nobody | Choices: [nice, nation] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since nice is between the guide words neck - nobody, it would be found on that page."
+"Question: Is driving a taxi a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether driving a taxi is a good or a service, ask these questions:
+Is driving a taxi something you can touch? No.
+Is driving a taxi a job you might pay someone else to do? Yes.
+So, driving a taxi is a service."
+"Question: What do these two changes have in common?
+water evaporating from a lake
+cooking an egg | Choices: [Both are caused by heating., Both are caused by cooling., Both are chemical changes., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Water evaporating from a lake is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
+Cooking an egg is a chemical change. The heat causes the matter in the egg to change. Cooked egg and raw egg are different types of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Water evaporating is a physical change. But cooking an egg is not.
+Both are chemical changes.
+Cooking an egg is a chemical change. But water evaporating from a lake is not.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What do these two changes have in common?
+butter melting on a hot day
+baking a loaf of bread | Choices: [Both are caused by cooling., Both are only physical changes., Both are caused by heating., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Butter melting on a hot day is a change of state. So, it is a physical change. The butter changes from solid to liquid, but it is still made of the same type of matter.
+Baking a loaf of bread is a chemical change. The type of matter in the dough changes when it is baked. The dough turns into bread!
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Butter melting on a hot day is a physical change. But baking bread is not.
+Both are chemical changes.
+Baking bread is a chemical change. But butter melting on a hot day is not.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which word would you find on a dictionary page with the following guide words?
+beetle - black | Choices: [bid, back] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since bid is between the guide words beetle - black, it would be found on that page."
+"Question: What do these two changes have in common?
+plants making food from sunlight, air, and water
+rust forming on a metal gate | Choices: [Both are caused by cooling., Both are caused by heating., Both are only physical changes., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Plants making food is a chemical change. Plants use energy from sunlight to change air and water into food. The food is sugar. Sugar is a different type of matter than air or water.
+Rust forming on a metal gate is a chemical change. As the gate rusts, the metal turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her grammar and mechanics?
+Self-expression is important, therefore, you should be yourself no matter what other people think. People might express their inner selves through music, art, or writing, through foods they eat, cook, and serve others, or through their home decor. I choose to express myself through my clothing and my hairstyle. When I was eight years old, my mother taught me how to sew, now I make all of my own clothes. I also dye my hair crazy colors, like green or blue. Sometimes people stare at me and seem to wonder why I look the way I do. My answer is, ""I just gotta be me!"" | Choices: [by adding missing commas, by using semicolons correctly, by punctuating the quotation correctly] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her grammar and mechanics by using semicolons correctly.
+For example, the writer could use semicolons before the conjunctive adverb therefore in the first underlined sentence, to separate items in a series containing commas in the second underlined sentence, and instead of a comma to separate main clauses in the third underlined sentence.
+Self-expression is important, therefore, you should be yourself no matter what other people think. People might express their inner selves through music, art, or writing, through foods they eat, cook, and serve others, or through their home decor. I choose to express myself through my clothing and my hairstyle. When I was eight years old, my mother taught me how to sew, now I make all of my own clothes. I also dye my hair crazy colors, like green or blue. Sometimes people stare at me and seem to wonder why I look the way I do. My answer is, ""I just gotta be me!"""
+"Question: Which correctly shows the title of a play? | Choices: [Big Bad and Little Red, Big bad and Little Red] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word and is not important, so it should not be capitalized.
+The correct title is Big Bad and Little Red."
+"Question: Suppose Raymond decides to take a trip to Rhode Island. Which result would be a cost? | Choices: [Raymond will spend more money. Plane tickets for Raymond to get to Rhode Island are more expensive than tickets to Illinois., Raymond will enjoy his trip to Rhode Island more than he would have enjoyed a trip to Illinois.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Raymond wants or needs:
+Raymond will spend more money. Plane tickets for Raymond to get to Rhode Island are more expensive than tickets to Illinois. | Hint: Raymond is deciding whether to take a trip to Rhode Island or Illinois. He wants to enjoy his trip. But he is also trying to save money."
+"Question: Which correctly shows the title of a movie? | Choices: [***That Thing You Do***, ""That Thing You Do!""] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A movie should be in italics.
+The correct title is **That Thing You Do**."
+"Question: How long is a paper clip? | Choices: [35 millimeters, 35 kilometers, 35 centimeters, 35 meters] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a paper clip is 35 millimeters.
+35 centimeters, 35 meters, and 35 kilometers are all too long. | Hint: Select the best estimate."
+"Question: Which tense does the sentence use?
+The cook will freeze the meat for another time. | Choices: [past tense, present tense, future tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, freeze. The verb tells you about something that is going to happen."
+"Question: Which is harder? | Choices: [metal horseshoe, wool sweater] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Hard is a property. A hard material keeps its shape when you press on it with your finger.
+Look at each picture, one at a time. Imagine pushing on the material shown in each picture.
+Of the choices, the metal horseshoe is harder. If you squeeze a metal horseshoe, it will not change shape."
+"Question: Complete the sentence so that it uses personification.
+The butterflies flitted from flower to flower, (). | Choices: [playing hide-and-seek, floating gently] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the phrase playing hide-and-seek. It describes the butterflies as if they were playful children."
+"Question: Suppose Cameron decides to plant the amaryllises. Which result would be a cost? | Choices: [Cameron will give up the chance to look at the magnolia tree. He thinks it would have looked more beautiful than the amaryllises., He will save some space. The amaryllises will use up less space than the magnolia tree would have used up.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Cameron wants or needs:
+Cameron will give up the chance to look at the magnolia tree. He thinks it would have looked more beautiful than the amaryllises. | Hint: Cameron is deciding whether to plant amaryllises or a magnolia tree in his backyard. He wants to make his backyard more beautiful. But he also wants to leave space for doing fun things."
+"Question: Which figure of speech is used in this text?
+What thoughts I have of you tonight Walt Whitman, for I walked down the sidestreets under the trees with a headache self-conscious looking at the full moon.
+—Allen Ginsberg, ""A Supermarket in California"" | Choices: [antithesis, apostrophe] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses apostrophe, a direct address to an absent person or a nonhuman entity.
+What thoughts I have of you tonight Walt Whitman is a direct address to Walt Whitman, an absent person. (Walt Whitman was an American poet who died in 1892, over half a century before this poem was written.)"
+"Question: Which organ uses acid to break down food? | Choices: [brain, stomach, muscles, skin] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Human organs and their functions | Lecture: nan | Solution: nan"
+"Question: Would you find the word did on a dictionary page with the following guide words?
+dangle - drank | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since did is between the guide words dangle - drank, it would be found on that page."
+"Question: Based on this information, what is Arietta's genotype for the fur texture gene? | Choices: [Ff, straight fur] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Arietta has one allele for straight fur (F) and one allele for wavy fur (f). So, Arietta's genotype for the fur texture gene is Ff. | Hint: In a group of Syrian hamsters, some individuals have straight fur and others have wavy fur. In this group, the gene for the fur texture trait has two alleles. The allele F is for straight fur, and the allele f is for wavy fur.
+Arietta, a Syrian hamster from this group, has straight fur. Arietta has one allele for straight fur and one allele for wavy fur."
+"Question: What information supports the conclusion that Bonnie acquired this trait? | Choices: [Bonnie's friends like to make chili with her., Bonnie learned how to make chili from a recipe book., When Bonnie was young, her grandmother taught her how to cut chili peppers.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Bonnie knows how to make chili."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Uncle Aaron,, Dear Uncle aaron,] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Uncle Aaron is capitalized because it is a proper noun."
+"Question: What do these two changes have in common?
+baking a loaf of bread
+cooking a pancake | Choices: [Both are caused by cooling., Both are chemical changes., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Baking a loaf of bread is a chemical change. Bread is made from dough. Baking turns the dough into bread. The bread is a different type of matter than the dough.
+Cooking a pancake is a chemical change. Pancakes are made from pancake batter. A cooked pancake is a different type of matter than pancake batter. Pancake batter is wet and slippery. Cooked pancakes are fluffy and can be good to eat!
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Suppose Eva decides to plant the tulips. Which result would be a cost? | Choices: [She will save some space. The tulips will use up less space than the hickory tree would have used up., Eva will give up the chance to look at the hickory tree. She thinks it would have looked more beautiful than the tulips.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Eva wants or needs:
+Eva will give up the chance to look at the hickory tree. She thinks it would have looked more beautiful than the tulips. | Hint: Eva is deciding whether to plant tulips or a hickory tree in her backyard. She wants to make her backyard more beautiful. But she also wants to leave space for doing fun things."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Bella had witnessed a crime, so she made a call to report it. They promptly dispatched police to investigate the scene., Bella had witnessed a crime, so she made a call to report it. The operator promptly dispatched police to investigate the scene.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.
+The first answer choice shows a possible correction for the vague pronoun reference. They has been replaced with the operator.
+Bella had witnessed a crime, so she made a call to report it. The operator promptly dispatched police to investigate the scene."
+"Question: Based on this information, what is Hermes's phenotype for the coat pattern trait? | Choices: [a black coat, a spotted coat] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Hermes's genotype for the coat pattern gene is aa. Hermes's genotype of aa has only a alleles. The a allele is for a spotted coat. So, Hermes's phenotype for the coat pattern trait must be a spotted coat.
+To check this answer, consider whether Hermes's alleles are dominant or recessive. The allele for a black coat (A) is dominant over the allele for a spotted coat (a). This means A is a dominant allele, and a is a recessive allele.
+Hermes's genotype of aa has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Hermes's phenotype for the coat pattern trait must be a spotted coat. | Hint: In a group of jaguars, some individuals have a black coat and others have a spotted coat. In this group, the gene for the coat pattern trait has two alleles. The allele for a black coat (A) is dominant over the allele for a spotted coat (a).
+Hermes is a jaguar from this group. Hermes has the homozygous genotype aa for the coat pattern gene."
+"Question: What is the mass of an elephant? | Choices: [4,115 kilograms, 4,115 grams] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of an elephant is 4,115 kilograms.
+4,115 grams is too light. | Hint: Select the better estimate."
+"Question: What kind of sentence is this?
+Reagan considers Paris the most romantic city in the world. | Choices: [interrogative, exclamatory, declarative] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement and always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An interrogative sentence asks a question and always ends with a question mark.
+Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
+An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence is a statement and ends with a period. It is a declarative sentence."
+"Question: What is the source of the allusion in the sentence below?
+Diana was known among her coworkers for her spartan ways. | Choices: [the Bible, Greek history] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion spartan is Greek history.
+Soldiers from the city of Sparta in ancient Greece were known for their self-restraint, self-discipline, and indifference to luxury.
+The allusion spartan means simple and austere."
+"Question: Complete the sentence so that it uses personification.
+The heavy door () as Edna pushed it open. | Choices: [protested, creaked] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word protested. It describes the door as if it were a person who didn't want to obey."
+"Question: Would you find the word material on a dictionary page with the following guide words?
+midst - mosquito | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since material is not between the guide words midst - mosquito, it would not be found on that page."
+"Question: Which closing is correct for a letter? | Choices: [Best Wishes,
+Helen, Best wishes,
+Helen] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which logical fallacy is used in the text?
+Mayor Preston wants to create more bicycle lanes in Bloomington. However, many citizens of Bloomington live far from work. It would not be realistic to force us to give up our cars and bike everywhere. | Choices: [appeal to nature: the assumption that natural things are always good, straw man: a misrepresentation of an opponent's position that makes it easier to argue against, guilt by association: a negative association intended to discredit someone or something] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Mayor Preston wants people to give up their cars. However, this misrepresents Mayor Preston's argument. Mayor Preston only wants to create more bike lanes. This illustrates a type of logical fallacy known as a straw man."
+"Question: Which type of sentence is this?
+Aisha is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. | Choices: [complex, compound-complex, simple, compound] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.
+Aisha is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years."
+"Question: Select the one animal that has all of the arachnid traits listed above. | Choices: [White-spotted octopuses have tentacles, which are also called arms. White-spotted octopuses can use their tentacles to reach between corals and grab fish. These octopuses have a soft red body with white spots., Leaf-curling spiders spin webs with a leaf at the center. These spiders have an exoskeleton and eight legs, but no antennae.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify animals | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Arachnids have the following traits:
+They have eight legs.
+They have an exoskeleton.
+They have no antennae.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A leaf-curling spider has the following traits:
+It has eight legs.
+It has an exoskeleton.
+It has no antennae.
+A leaf-curling spider has the traits of an arachnid. A leaf-curling spider is an arachnid.
+A white-spotted octopus has the following traits:
+It has a soft body.
+It has tentacles.
+A white-spotted octopus does not have all of the traits of an arachnid. A white-spotted octopus is a mollusk. | Hint: Arachnids are a group of animals with similar traits. The following traits can be used to identify arachnids:
+They have eight legs.
+They have an exoskeleton.
+They have no antennae. Observe the animals and read the descriptions."
+"Question: What kind of sentence is this?
+Please take some time to think about my offer before you respond. | Choices: [exclamatory, interrogative, imperative] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence makes a request, so it is an imperative sentence. Here, it ends with a period."
+"Question: Which text uses the word can in its traditional sense? | Choices: [Gina can type using a keyboard with a QWERTY layout, but she prefers the Dvorak layout. The two keyboards have different arrangements of letters and symbols., If Gina prefers a keyboard with the Dvorak layout, she can use mine. In my opinion, it's faster than typing on a keyboard with a QWERTY layout.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses can in its traditional sense: to have the ability to.
+Gina can type using a keyboard with a QWERTY layout, but she prefers the Dvorak layout. The two keyboards have different arrangements of letters and symbols.
+The first text uses can in its nontraditional sense: to have permission to.
+If Gina prefers a keyboard with the Dvorak layout, she can use mine. In my opinion, it's faster than typing on a keyboard with a QWERTY layout.
+Most style guides recommend to use the traditional sense of the word can because it is considered more standard."
+"Question: Which is a compound sentence? | Choices: [Last year the state received more than thirty inches of snow., We have a spare tire, but it is flat, too.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.
+We have a spare tire, but it is flat, too."
+"Question: Which word would you find on a dictionary page with the following guide words?
+scenery - social | Choices: [stall, smuggle] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since smuggle is between the guide words scenery - social, it would be found on that page."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Uncle Tom,, Dear uncle tom,] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Uncle Tom is capitalized because it is a proper noun."
+"Question: Would you find the word rumble on a dictionary page with the following guide words?
+remote - rob | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since rumble is not between the guide words remote - rob, it would not be found on that page."
+"Question: Which closing is correct for a letter? | Choices: [Your Student,
+Carla, Your student,
+Carla] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which is smoother? | Choices: [concrete sidewalk, linen handkerchief] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Smooth is a property. A smooth material is not rough or bumpy.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the linen handkerchief is smoother. If you touch linen fabric, it will not feel rough."
+"Question: Which is a complex sentence? | Choices: [The package includes some old letters from my grandma to my dad and a broken pocket watch., After Patty returned from the Galápagos Islands, she showed Scott and Norma pictures of all the exotic animals.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction after.
+After Patty returned from the Galápagos Islands, she showed Scott and Norma pictures of all the exotic animals."
+"Question: Based on this information, what is this tomato plant's genotype for the fruit texture gene? | Choices: [FF, smooth fruit] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. The tomato plant has two alleles for smooth fruit (F). So, the plant's genotype for the fruit texture gene is FF. | Hint: In a group of tomato plants, some individuals have smooth fruit and others have fuzzy fruit. In this group, the gene for the fruit texture trait has two alleles. The allele F is for smooth fruit, and the allele f is for fuzzy fruit.
+A certain tomato plant from this group has smooth fruit. This plant has two alleles for smooth fruit."
+"Question: Last year, there were seven men's clothing stores on Main Street in Stafford. This year, there are only three. What probably happened to the overall supply of men's shirts in Stafford? | Choices: [The supply probably went down., The supply probably went up.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down."
+"Question: Judaism (JU-dee-izm) is a religion that has existed for thousands of years. What are people who practice Judaism called? | Choices: [Jains, Christians, Jews, Hindus] | Task: closed choice | Subject: social science | Grade: grade6 | Topic: world-history | Skill: Origins of Judaism | Lecture: nan | Solution: Today, people who practice Judaism, or actively follow its teachings and traditions, are called Jews. But there are also many Jews who don't take part in religious practices. These people may still think of themselves as Jews because of their ancestry, or family history.
+Early in Jewish history, ancestors of the first Jews were known as Hebrews and then Israelites."
+"Question: Does this passage describe the weather or the climate?
+Chad noticed that the sky was filled with cumulus clouds every day last week. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Chad noticed that the sky was filled with cumulus clouds every day last week.
+This passage tells you about the clouds Chad saw last week. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: What does the idiom in this text suggest?
+""Speak of the devil!"" Shelley declared when Kenji strolled into the room. | Choices: [Shelley had just been speaking about Kenji., Shelley thought Kenji was a troublemaker.] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom speak of the devil suggests that Shelley had just been speaking about Kenji. People say this when the person they've just been speaking about coincidentally arrives, as if summoned."
+"Question: Which tense does the sentence use?
+Molly will exercise with Owen in the morning. | Choices: [future tense, past tense, present tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, exercise. The verb tells you about something that is going to happen."
+"Question: Compare the motion of three cars. Which car was moving at the lowest speed? | Choices: [a car that moved 140miles west in 10hours, a car that moved 640miles east in 10hours, a car that moved 355miles east in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each car moved and the time it took to move that distance. The direction each car moved does not affect its speed.
+Notice that each car moved for 10 hours. The car that moved 140 miles moved the shortest distance in that time. So, that car must have moved at the lowest speed."
+"Question: What do these two changes have in common?
+water evaporating from a puddle
+dry ice sublimating and becoming a gas | Choices: [Both are caused by cooling., Both are only physical changes., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Water evaporating from a puddle is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
+Dry ice is solid carbon dioxide. When dry ice gets warm, it changes state and becomes carbon dioxide gas. This change of state, from solid to gas, is called sublimation.
+Dry ice becoming a gas is a physical change. A change of state does not form a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Complete the sentence.
+A flower petal turning brown is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: A flower petal turning brown is a chemical change. As the petal turns brown, the colorful matter in the petal breaks down and changes into a different type of matter."
+"Question: Select the plant. | Choices: [Wombats eat plants., Wolves eat animals., Dahlias can grow colorful flowers., Dung beetles walk and run.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A wombat is an animal. It eats plants.
+Wombats have strong claws. They use their claws to dig tunnels called burrows.
+A dung beetle is an animal. It walks and runs.
+Dung beetles eat animal waste, which is called dung. They roll the dung into balls to store for later.
+A dahlia is a plant. It can grow colorful flowers.
+Dahlia plants grow in the wild in Central America. But people grow dahlias in gardens all over the world!
+A wolf is an animal. It eats other animals.
+Wolves often live in family groups. A wolf family group is called a pack."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Mrs. Erickson,, Dear mrs. erickson,] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Mrs. Erickson is capitalized because it is a proper noun."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Jill told her sister that she couldn't go to the film festival because of final exams., Jill said that she couldn't go to the film festival with her sister because of final exams.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun she could refer to Jill or her sister.
+Jill told her sister that she couldn't go to the film festival because of final exams.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Jill said that she couldn't go to the film festival with her sister because of final exams."
+"Question: Which text uses the word nauseous in its traditional sense? | Choices: [Brooke couldn't tolerate the nauseous odor emanating from the landfill, so she rolled up her car windows as she drove past., The odor emanating from the landfill made Brooke so nauseous that she had to roll up the car windows as she drove past.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses nauseous in its traditional sense: causing disgust or nausea.
+Brooke couldn't tolerate the nauseous odor emanating from the landfill, so she rolled up her car windows as she drove past.
+The second text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.
+The odor emanating from the landfill made Brooke so nauseous that she had to roll up the car windows as she drove past.
+Most style guides recommend to use the traditional sense of the word nauseous because it is considered more standard."
+"Question: How long is a leather belt? | Choices: [25 miles, 25 inches, 25 yards, 25 feet] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a leather belt is 25 inches.
+25 feet, 25 yards, and 25 miles are all too long. | Hint: Select the best estimate."
+"Question: What information supports the conclusion that Ava inherited this trait? | Choices: [Ava's father has brown eyes. He passed this trait down to Ava., Ava's hair is the same color as her brown eyes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Ava has brown eyes."
+"Question: Using only these supplies, which question can Malik investigate with an experiment? | Choices: [Do watercolor paintings dry faster when placed next to a fan?, Do watercolor paintings dry faster when they are placed inside or outside?, Does a large watercolor painting or a small watercolor painting dry faster?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Malik is painting watercolor pictures with his friend. An hour after they have finished, Malik notices one painting is dry but the other is not. He wonders what factors affect how quickly watercolor paintings dry. So, he decides to design an experiment. He has the following supplies available:
+two freshly painted watercolor pictures of the same size
+his dining room table
+a picnic table in his backyard
+a heater"
+"Question: What does the verbal irony in this text suggest?
+""That fits you well,"" Ezra remarked after Anna's cap fell over her eyes for the tenth time. | Choices: [The cap was too big., The cap was a good fit.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Fits you well ironically suggests that the cap was too big. The cap was falling over Anna's eyes, so it didn't fit her well at all."
+"Question: Does this passage describe the weather or the climate?
+June, July, and August are usually humid in New Orleans, Louisiana. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+June, July, and August are usually humid in New Orleans, Louisiana.
+Humidity is the amount of water in the air.
+This passage tells you about the usual summer humidity in New Orleans. It does not describe what the weather is like on a particular day. So, this passage describes the climate."
+"Question: Select the animal that has a backbone. | Choices: [pelican, bumble bee] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A pelican is a bird. Like other birds, a pelican has a backbone.
+A bumble bee is an insect. Like other insects, a bumble bee does not have a backbone. It has a hard outer cover. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones."
+"Question: Suppose Amanda decides to go on the pirate ship. Which result would be a cost? | Choices: [Amanda will give up the chance to go on the Ferris wheel. She would have had more fun on that ride., Amanda will save some ride tickets. She needs fewer tickets to go on the pirate ship than on the Ferris wheel.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Amanda wants or needs:
+Amanda will give up the chance to go on the Ferris wheel. She would have had more fun on that ride. | Hint: Amanda is deciding which ride to go on at the fair. She can go on either the Ferris wheel or the pirate ship. She wants to have as much fun as possible at the fair."
+"Question: Select the living thing. | Choices: [pushpin, robin] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. Living things use this energy to grow and change. All living things grow and change during their lives.
+All living things sense changes in the world around them. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A pushpin is not a living thing.
+Pushpins do not have all of the traits of living things. They do not grow or respond to the world around them. They do not need food or water.
+A robin is a living thing.
+Robins grow and respond to the world around them. They need food and water."
+"Question: Which figure of speech is used in this text?
+When Mona first joined the track team, she was afraid of jumping, but she got over that hurdle. | Choices: [verbal irony, pun] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses a pun, a word or phrase that humorously suggests more than one meaning.
+Hurdle refers to an obstacle that one must overcome. It also refers to an object that a runner jumps over."
+"Question: What is the source of the allusion in the sentence below?
+Warren described the situation he was facing with his boss as a catch-22. | Choices: [a song, literature] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion catch-22 is literature.
+Joseph Heller coined the term ""catch-22"" in his 1961 novel of the same name. In the novel, if an army pilot wants to avoid dangerous missions, he must be deemed mentally unfit; however, his desire to stay safe proves his sanity, so he can never be excused from a mission. Heller called this sort of predicament or dilemma a catch-22.
+The allusion catch-22 means a no-win situation."
+"Question: Complete the sentence.
+Saliva breaking down a piece of bread is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Saliva breaking down a piece of bread is a chemical change. Bread is made up mostly of a chemical called starch. Saliva breaks the bonds between atoms in the starch molecules.
+The atoms then link together to form smaller, simpler molecules of sugar. The sugar is a different type of matter than the starch."
+"Question: What does the metaphor in this text suggest?
+Kiara felt a roller coaster of emotions when she heard the news. | Choices: [Kiara found the news scary., Kiara had varied feelings.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Interpret the figure of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town. | Solution: The text uses a metaphor, comparing two things that are not actually alike without using like or as.
+The metaphor Kiara felt a roller coaster of emotions suggests that Kiara had varied feelings. A roller coaster has a dramatic mix of ups and downs, and so do Kiara's feelings."
+"Question: Is the following trait inherited or acquired?
+Emmy knows how to type. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to type. Instead, many people learn how to type. So, typing is an acquired trait. | Hint: Hint: Typing takes practice."
+"Question: Based on this information, what is this rose plant's genotype for the flower color gene? | Choices: [FF, light yellow flowers] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. The rose plant has two alleles for light yellow flowers (F). So, the plant's genotype for the flower color gene is FF. | Hint: In a group of rose plants, some individuals have light yellow flowers and others have dark yellow flowers. In this group, the gene for the flower color trait has two alleles. The allele F is for light yellow flowers, and the allele f is for dark yellow flowers.
+A certain rose plant from this group has light yellow flowers. This plant has two alleles for light yellow flowers."
+"Question: Is the following statement true or false?
+A plant cell has a cell wall. | Choices: [true, false] | Task: true-or false | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Cell part functions: true or false | Lecture: nan | Solution: A plant cell has a cell wall.
+This statement is true. Not every cell has a cell wall, but a plant cell has one. The cell wall gives a plant cell its fixed shape."
+"Question: What is the mass of a vacuum cleaner? | Choices: [20 pounds, 20 tons, 20 ounces] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a vacuum cleaner is 20 pounds.
+20 ounces is too light and 20 tons is too heavy. | Hint: Select the best estimate."
+"Question: Is the following statement true or false?
+Plant cells do not have mitochondria. | Choices: [false, true] | Task: true-or false | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Cell part functions: true or false | Lecture: nan | Solution: Plant cells do not have mitochondria.
+This statement is false. Not all cells have mitochondria, but most plant and animal cells have them."
+"Question: Which change best matches the sentence?
+A glacier carries small rocks and boulders as it moves down a mountain. | Choices: [drought, meteorite crash, erosion] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: Classify changes to Earth's surface II | Lecture: nan | Solution: nan"
+"Question: Which figure of speech is used in this text?
+Amy's Bistro used to be a great place to go for a delicious and carefully prepared dinner, but nobody goes there anymore: it's too crowded. | Choices: [euphemism, paradox] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Nobody goes there anymore: it's too crowded at first appears to be contradictory, because if no one goes to the restaurant, then the restaurant should be empty, not crowded. However, it contains some truth: if a restaurant is frequently perceived to be too crowded, many people will no longer want to go there."
+"Question: Which figure of speech is used in this text?
+""This box weighs a ton!"" Martin panted. ""Carly, would you mind helping me carry it up the stairs?"" | Choices: [understatement, hyperbole] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+A ton is an exaggeration, since it would be impossible for one or two people to carry a box that weighed a ton, or 2000 pounds."
+"Question: Complete the sentence.
+Burning a candle is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Burning a candle is a chemical change. Both the wick and the melted wax burn. They react with oxygen in the air and turn into soot, carbon dioxide, and water."
+"Question: What is the source of the allusion in the sentence below?
+Will's research on nineteenth-century philosophers led him down the rabbit hole. | Choices: [literature, the Bible] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion down the rabbit hole is literature.
+Lewis Carroll's Alice's Adventures in Wonderland tells the story of a young girl who follows a white rabbit down a rabbit hole and finds herself in a series of adventures in a surreal world.
+The allusion down the rabbit hole means on a strange or difficult exploration."
+"Question: What kind of sentence is this?
+How many articles did Oliver write before his publisher offered him a book contract? | Choices: [imperative, exclamatory, interrogative] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: Select the plant. | Choices: [Pumpkin vines have large flat leaves., Bumble bees drink nectar from flowers.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A bumble bee is an animal. It drinks nectar from flowers.
+A bumble bee is an insect. Bumble bees have soft hairs that make them look fuzzy.
+A pumpkin vine is a plant. It has large flat leaves.
+The largest pumpkins can be as big as a car!"
+"Question: What is the mass of a small candy bar? | Choices: [1 pound, 1 ton, 1 ounce] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a small candy bar is 1 ounce.
+1 pound and 1 ton are both too heavy. | Hint: Select the best estimate."
+"Question: The trucks begin to move at the same speed. Which truck needs a larger force to start moving? | Choices: [a mail truck carrying 350 pounds of mail, a mail truck carrying 500 pounds of mail] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the mail truck that is heavier.
+A mail truck carrying 500 pounds of mail is heavier than a mail truck carrying 350 pounds of mail. So, the mail truck carrying 500 pounds needs a larger force to start moving at the same speed as the other mail truck. | Hint: Two mail trucks are loaded with mail. The trucks are the same. But they are carrying different amounts of mail."
+"Question: Which sentence uses a simile? | Choices: [Mr. Dotson's long legs were sunflower stalks., Mr. Dotson's legs were as long as sunflower stalks.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: This sentence uses a simile:
+Mr. Dotson's legs were as long as sunflower stalks.
+The words legs and sunflower stalks are compared using the word as.
+This sentence uses a metaphor:
+Mr. Dotson's long legs were sunflower stalks.
+The words legs and sunflower stalks are compared without the word like or as."
+"Question: Select the vertebrate. | Choices: [giraffe, saturn butterfly] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have a hard outer cover on their body. Other invertebrates have a soft body. | Solution: A saturn butterfly is an insect. Like other insects, a saturn butterfly is an invertebrate. It does not have a backbone. It has a hard outer cover.
+A giraffe is a mammal. Like other mammals, a giraffe is a vertebrate. It has a backbone. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Which logical fallacy is used in the text?
+Did you really vote for Samir as class treasurer? Didn't you hear that his uncle was imprisoned for embezzling $1.5 million? | Choices: [guilt by association: a negative association intended to discredit someone or something, appeal to nature: the assumption that natural things are always good] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Samir can't be trusted with money, because his uncle embezzled money. However, even though his uncle couldn't be trusted with money, that doesn't necessarily mean that Samir can't be trusted with it. This illustrates a type of logical fallacy known as guilt by association."
+"Question: How long is a soccer field? | Choices: [105 centimeters, 105 meters, 105 kilometers] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a soccer field is 105 meters.
+105 centimeters is too short and 105 kilometers is too long. | Hint: Select the best estimate."
+"Question: Which tense does the sentence use?
+Ben carefully spelled the word aloud. | Choices: [present tense, past tense, future tense] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, spelled. The verb ends in -ed and tells you about something that has already happened."
+"Question: What do these two changes have in common?
+burning a marshmallow over a campfire
+boiling an egg | Choices: [Both are caused by heating., Both are only physical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Burning a marshmallow is a chemical change. The heat from the fire causes the type of matter in the marshmallow to change. The marshmallow becomes black and crispy.
+Boiling an egg is a chemical change. The heat causes the matter in the egg to change. Cooked eggs and raw eggs are made of different types of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What information supports the conclusion that Brandon inherited this trait? | Choices: [Brandon's parents have blond hair. They passed down this trait to Brandon., Brandon's mother cuts his hair every month.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Brandon has blond hair."
+"Question: What can seeds look like? | Choices: [Seeds are always round and black., Seeds are always small and flat., Seeds can come in many shapes, colors, and sizes.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Describe and construct flowering plant life cycles | Lecture: Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?
+First, the male part of the flower makes pollen, and the female part makes eggs. Animals, wind, or water can move pollen. Pollination is what happens when pollen is moved to the female part of the flower.
+After pollination, sperm from the pollen can combine with the eggs. This is called fertilization. The fertilized eggs grow into seeds. The fruit grows around the seeds. Later, a seed can fall out of the fruit. It can germinate, or start to grow into a new plant. | Solution: Seeds can be big or small. This coconut seed is big.
+Seeds can be many different shapes. These maple seeds are long and flat.
+Seeds can be many different colors. These mustard seeds are yellow."
+"Question: What is the mass of a news magazine? | Choices: [10 ounces, 10 pounds, 10 tons] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a news magazine is 10 ounces.
+10 pounds and 10 tons are both too heavy. | Hint: Select the best estimate."
+"Question: Which change better matches the sentence?
+Pieces of rock and soil are washed away by water. | Choices: [earthquake, erosion] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: earth-science | Skill: Classify changes to Earth's surface | Lecture: nan | Solution: nan"
+"Question: Which figure of speech is used in this text?
+If you're going to become true dodgeballers, then you've got to learn the five d's of dodgeball: dodge, duck, dip, dive and dodge!
+—Dodgeball: A True Underdog Story | Choices: [metaphor, alliteration] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses alliteration, the repetition of sounds at the beginning of nearby words.
+D's of dodgeball: dodge, duck, dip, dive and dodge repeats the d sound."
+"Question: What does the verbal irony in this text suggest?
+""This is the best day of my life,"" Mr. Mercado mumbled after his car broke down on the way to an important job interview. | Choices: [Mr. Mercado was already running late., Mr. Mercado was having a bad day.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+The best day of my life ironically suggests that Mr. Mercado was having a bad day. He was having the opposite of a good day because his car broke down when he needed to be on time."
+"Question: Is there a surplus or a shortage of stuffed elephants? | Choices: [surplus, shortage] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Identify shortage and surplus | Lecture: There is a surplus if there is too much for sale at a given price.
+There is a shortage if there is not enough for sale at a given price.
+Surpluses and shortages usually happen when people who are selling goods or services charge too much or too little.
+When the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.
+When the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage. | Solution: At the current price, there are not enough stuffed elephants for sale. There are 40 elephants for sale, but 60 people want to buy one.
+So, there is a shortage of stuffed elephants. | Hint: A toy store has 40 stuffed elephants for sale. The elephants cost $25 each. At that price, 60 people want to buy one."
+"Question: Would you find the word hickory on a dictionary page with the following guide words?
+head - hurry | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since hickory is between the guide words head - hurry, it would be found on that page."
+"Question: What information supports the conclusion that Santiago inherited this trait? | Choices: [Santiago wears glasses and so do his sisters., Santiago's friend also has hazel eyes., Santiago's biological father wears contacts in his hazel eyes.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Santiago has hazel eyes."
+"Question: Which word would you find on a dictionary page with the following guide words?
+hail - hound | Choices: [hunger, hind] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since hind is between the guide words hail - hound, it would be found on that page."
+"Question: What does the verbal irony in this text suggest?
+After a jog around the block, Katie collapsed on the couch and declared with a wheeze, ""Well, I'm ready to run a marathon."" | Choices: [Katie felt full of energy., Katie was out of shape.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Ready to run a marathon ironically suggests that Katie was out of shape. She was actually far from ready to run a marathon."
+"Question: What is the volume of a water balloon? | Choices: [600 milliliters, 600 liters] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a water balloon is 600 milliliters.
+600 liters is too much. | Hint: Select the better estimate."
+"Question: Which tense does the sentence use?
+Lily will print her name with care. | Choices: [past tense, future tense, present tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, print. The verb tells you about something that is going to happen."
+"Question: Which logical fallacy is used in the text?
+You may be impressed by Senator Carter's work with low-income communities, but the fact remains that he graduated from an elite university. He couldn't possibly empathize with low-income constituents. | Choices: [guilt by association: a negative association intended to discredit someone or something, appeal to nature: the assumption that natural things are always good, straw man: a misrepresentation of an opponent's position that makes it easier to argue against] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Senator Carter can't empathize with his low-income constituents because he went to an elite university. However, going to an elite university doesn't necessarily mean you're out of touch. This illustrates a type of logical fallacy known as guilt by association."
+"Question: What is the mass of a vacuum cleaner? | Choices: [7 kilograms, 7 grams] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a vacuum cleaner is 7 kilograms.
+7 grams is too light. | Hint: Select the better estimate."
+"Question: Which closing is correct for a letter? | Choices: [Best wishes,
+Carmen, best wishes,
+Carmen] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Last year, 50,000 people lived in the city of Westford. But since then, 8,000 people have moved away. What probably happened to the overall supply of houses for sale in Westford? | Choices: [The supply probably went up., The supply probably went down.] | Task: closed choice | Subject: social science | Grade: grade6 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: The population of Westford fell by 8,000 people. Many of the people who have left are probably trying to sell their houses. Since more people are trying to sell their houses, the number of suppliers of houses for sale in Westford has gone up. So, the supply of houses for sale probably went up, too."
+"Question: Which figure of speech is used in this text?
+Reba, please stay away from the ocean. You shouldn't go in the water until you know how to swim. | Choices: [euphemism, paradox] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+You shouldn't go in the water until you know how to swim at first appears to be contradictory, because it is impossible to learn how to swim without going in the water. However, it contains some truth: you should not go into deep or dangerous water without first knowing how to swim."
+"Question: Which change best matches the sentence?
+Water builds up in a city after heavy rain. | Choices: [flood, wildfire, earthquake] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: Classify changes to Earth's surface I | Lecture: nan | Solution: nan"
+"Question: Which logical fallacy is used in the text?
+Everyone I know is making fruit smoothies for quick, portable meals, so smoothies must be really good for you. | Choices: [hasty generalization: a very broad claim based on very little evidence, bandwagon fallacy: the assumption that the popular choice is automatically correct] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that fruit smoothies are good for you, because many people are drinking them. However, even though some people are drinking them, that doesn't necessarily mean that smoothies are necessarily healthful. This illustrates a type of logical fallacy known as the bandwagon fallacy."
+"Question: Based on this information, what is this plant's phenotype for the pod color trait? | Choices: [green pods, yellow pods] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: The pea plant's genotype for the pod color gene is dd. The pea plant's genotype of dd has only d alleles. The d allele is for yellow pods. So, the pea plant's phenotype for the pod color trait must be yellow pods.
+To check this answer, consider whether the pea plant's alleles are dominant or recessive. The allele for green pods (D) is dominant over the allele for yellow pods (d). This means D is a dominant allele, and d is a recessive allele.
+The pea plant's genotype of dd has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the pea plant's phenotype for the pod color trait must be yellow pods. | Hint: In a group of pea plants, some individuals have green pods and others have yellow pods. In this group, the gene for the pod color trait has two alleles. The allele for green pods (D) is dominant over the allele for yellow pods (d).
+A certain pea plant from this group has the homozygous genotype dd for the pod color gene."
+"Question: Based on this information, what is this rainbow trout's phenotype for the body color trait? | Choices: [Bb, a greenish-brown body] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. The rainbow trout's observable version of the body color trait is a greenish-brown body. So, the trout's phenotype for the body color trait is a greenish-brown body. | Hint: In a group of rainbow trout, some individuals have a greenish-brown body and others have a blue body. In this group, the gene for the body color trait has two alleles. The allele B is for a greenish-brown body, and the allele b is for a blue body.
+A certain rainbow trout from this group has a greenish-brown body. This trout has one allele for a greenish-brown body and one allele for a blue body."
+"Question: What information supports the conclusion that Henry acquired this trait? | Choices: [Henry won a competition at his school with his jump rope tricks., Henry's sister taught him how to do tricks with a jump rope., Henry has three jump ropes, each made of a different material.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Henry knows how to do tricks with a jump rope."
+"Question: The city of Lexington has been one of the world's biggest makers of cough drops for many years. But last month, Lexington's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops? | Choices: [The supply will probably go up., The supply will probably go down.] | Task: closed choice | Subject: social science | Grade: grade6 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Floods destroyed the cough drop factories in Lexington. The number of producers of cough drops went down. So, the supply of cough drops will probably go down."
+"Question: Compare the motion of two humpback whales. Which humpback whale was moving at a lower speed? | Choices: [a humpback whale that moved 60kilometers in 10hours, a humpback whale that moved 30kilometers in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each humpback whale moved and the time it took to move that distance.
+One humpback whale moved 30 kilometers in 10 hours.
+The other humpback whale moved 60 kilometers in 10 hours.
+Notice that each humpback whale spent the same amount of time moving. The humpback whale that moved 30 kilometers moved a shorter distance in that time. So, that humpback whale must have moved at a lower speed."
+"Question: Which logical fallacy is used in the text?
+Mayor Goodman wants to create more bicycle lanes in Milford. However, many citizens of Milford live far from work. It would not be realistic to force us to give up our cars and bike everywhere. | Choices: [bandwagon fallacy: the assumption that the popular choice is automatically correct, circular reasoning: an argument that supports a claim with the claim itself, straw man: a misrepresentation of an opponent's position that makes it easier to argue against] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Mayor Goodman wants people to give up their cars. However, this misrepresents Mayor Goodman's argument. Mayor Goodman only wants to create more bike lanes. This illustrates a type of logical fallacy known as a straw man."
+"Question: Which text uses the word disinterested in its traditional sense? | Choices: [Myra is happy with her position as class treasurer. Though she would have the support of the student council, she is disinterested in running for student body president., Myra is excellent in her position as class treasurer. She always manages to be disinterested in student council debates about the allocation of extracurricular funds.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses disinterested in its traditional sense: unbiased or impartial.
+Myra is excellent in her position as class treasurer. She always manages to be disinterested in student council debates about the allocation of extracurricular funds.
+The second text uses disinterested in its nontraditional sense: uninterested or indifferent.
+Myra is happy with her position as class treasurer. Though she would have the support of the student council, she is disinterested in running for student body president.
+Most style guides recommend to use the traditional sense of the word disinterested because it is considered more standard."
+"Question: Which word would you find on a dictionary page with the following guide words?
+thin - trouble | Choices: [tug, to] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since to is between the guide words thin - trouble, it would be found on that page."
+"Question: Would you find the word album on a dictionary page with the following guide words?
+ache - anxiety | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since album is between the guide words ache - anxiety, it would be found on that page."
+"Question: Select the plant. | Choices: [Cypress trees have green leaves., Lionfish swim underwater.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A lionfish is an animal. It swims underwater.
+Lionfish have poisonous venom on the tips of their fins. This poison helps protect lionfish from predators.
+A cypress tree is a plant. It has green leaves.
+The leaves of cypress trees are called needles."
+"Question: What do these two changes have in common?
+compost rotting
+cooking a pancake | Choices: [Both are caused by heating., Both are only physical changes., Both are chemical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Compost forms from the remains of plants and animals, such as vegetable scraps and egg shells. Compost rotting is a chemical change. As the compost rots, it breaks down and turns into a different type of matter.
+Cooking a pancake is a chemical change. Pancakes are made from pancake batter. A cooked pancake is a different type of matter than pancake batter. Pancake batter is wet and slippery. Cooked pancakes are fluffy and can be good to eat!
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Cooking is caused by heating. But compost rotting is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Complete the sentence.
+In this chemical reaction, gasoline is a (). | Choices: [reactant, product] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Identify reactants and products | Lecture: A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.
+In a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.
+The original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.
+The substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.
+So, in a chemical reaction, reactants go through a chemical change to form products. | Solution: Read the underlined text carefully. Look for information about what happens to gasoline in this chemical reaction.
+Gasoline provides the energy that powers many car engines. In an engine, gasoline and oxygen are mixed together and burned, creating carbon dioxide gas and water vapor. This process releases energy that the engine uses to turn the wheels, making the car move.
+The underlined text tells you that when gasoline and oxygen combine, carbon dioxide and water are formed. When gasoline and oxygen react, or go through a chemical change, their atoms are rearranged to form carbon dioxide and water. Because gasoline reacts in this chemical reaction, gasoline is a reactant. | Hint: This passage describes a chemical reaction. Read the passage. Then, follow the instructions below.
+Gasoline provides the energy that powers many car engines. In an engine, gasoline and oxygen are mixed together and burned, creating carbon dioxide gas and water vapor. This process releases energy that the engine uses to turn the wheels, making the car move."
+"Question: Which tense does the sentence use?
+The clown jumps through the ring. | Choices: [future tense, present tense, past tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, jumps. The verb ends in -s and tells you about something that is true or happening now."
+"Question: What kind of sentence is this?
+Never reveal the four-digit PIN that you use to make ATM transactions. | Choices: [exclamatory, interrogative, imperative] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement and always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An interrogative sentence asks a question and always ends with a question mark.
+Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
+An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence makes a demand, so it is an imperative sentence. Here, it ends with a period."
+"Question: What information supports the conclusion that Caden inherited this trait? | Choices: [Caden's mother has blue eyes. She passed this trait down to Caden., Caden likes to wear a blue sweater to match his blue eyes.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Caden has blue eyes."
+"Question: Which greeting is correct for a letter? | Choices: [Dear uncle scott,, Dear Uncle Scott,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Uncle Scott is capitalized because it is a proper noun."
+"Question: Which change better matches the sentence?
+The trees in a forest catch fire and burn. | Choices: [volcanic eruption, wildfire] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: earth-science | Skill: Classify changes to Earth's surface | Lecture: nan | Solution: nan"
+"Question: What do these two changes have in common?
+carving a piece of wood
+ice melting in a cup | Choices: [Both are caused by heating., Both are caused by cooling., Both are only physical changes., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Carving a piece of wood is a physical change. The wood changes shape, but it is still made of the same type of matter.
+Ice melting in a cup is a change of state. So, it is a physical change. The solid ice becomes liquid, but it is still made of water.
+The links between atoms in the water molecules do not change. So, a different type of matter is not formed.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Ice melting is caused by heating. But carving a piece of wood is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which logical fallacy is used in the text?
+My dentist recommends this toothpaste brand, but I'm reluctant to take the advice of someone with such bad taste. He has truly ugly art on the office walls, and the upholstery in his waiting room is atrocious. | Choices: [hasty generalization: a broad claim based on too few observations, appeal to nature: the assumption that natural things are always good, ad hominem: an attack against the person making the argument, rather than the argument itself] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that the dentist's professional recommendation is questionable because of his taste in art and furniture. This is a personal attack on the dentist that isn't relevant to whether his professional advice is valid. This illustrates a type of logical fallacy known as ad hominem."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [The nurse examined the patient as soon as she arrived., The nurse examined the patient as soon as the patient arrived.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun she could refer to the nurse or the patient.
+The first answer choice shows a possible correction for the vague pronoun reference. She has been replaced with the patient.
+The nurse examined the patient as soon as the patient arrived."
+"Question: Which closing is correct for a letter? | Choices: [sincerely,
+Harry, Sincerely,
+Harry] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: What kind of sentence is this?
+Evan campaigned tirelessly in support of his neighbor's bid for elective office. | Choices: [declarative, interrogative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement and always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An interrogative sentence asks a question and always ends with a question mark.
+Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
+An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence is a statement and ends with a period. It is a declarative sentence."
+"Question: Is a toaster a good or a service? | Choices: [a service, a good] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a toaster is a good or a service, ask these questions:
+Is a toaster something you can touch? Yes.
+Is a toaster a job you might pay someone else to do? No.
+So, a toaster is a good."
+"Question: Which word would you find on a dictionary page with the following guide words?
+celebrate - cobbler | Choices: [chair, crocodile] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since chair is between the guide words celebrate - cobbler, it would be found on that page."
+"Question: Which word would you find on a dictionary page with the following guide words?
+taxi - tie | Choices: [trestle, therefore] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since therefore is between the guide words taxi - tie, it would be found on that page."
+"Question: Select the one animal that has all of the monotreme traits listed above. | Choices: [Echidnas are covered in fur and spines. Their spines help protect them from predators. When an echidna is scared, it curls up into a ball! Echidnas lay eggs and feed their offspring milk., Adult tiger salamanders have moist, smooth skin with stripes. They live in burrows underground, but they begin their lives in water. Young tiger salamanders hatch from eggs with no shells underwater.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify animals | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Monotremes have the following traits:
+They make eggs with shells.
+They have fur or hair.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+An echidna has the following traits:
+It makes eggs with shells.
+It has fur.
+An echidna has the traits of a monotreme. An echidna is a monotreme.
+A tiger salamander has the following traits:
+It spends part of its life in water and part on land.
+It has moist skin.
+It makes eggs with no shells.
+A tiger salamander does not have all of the traits of a monotreme. A tiger salamander is an amphibian. | Hint: Monotremes are a group of animals with similar traits. The following traits can be used to identify monotremes:
+They make eggs with shells.
+They have fur or hair. Observe the animals and read the descriptions."
+"Question: Is this a run-on sentence?
+Overcome with joy, Mrs. Fischer told her husband the exciting news about her promotion. | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.
+Overcome with joy, Mrs. Fischer told her husband the exciting news about her promotion."
+"Question: What is the mass of a guitar? | Choices: [7 tons, 7 ounces, 7 pounds] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a guitar is 7 pounds.
+7 ounces is too light and 7 tons is too heavy. | Hint: Select the best estimate."
+"Question: How long does it take to make a paper airplane? | Choices: [60 seconds, 60 minutes] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to make a paper airplane is 60 seconds.
+60 minutes is too slow. | Hint: Select the better estimate."
+"Question: What do these two changes have in common?
+a penny tarnishing
+chicken cooking in an oven | Choices: [Both are caused by heating., Both are chemical changes., Both are caused by cooling., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Metal turning less shiny over time is called tarnishing. A penny tarnishing is a chemical change. When air touches the penny, the surface of the penny changes into a different type of matter. This matter makes the penny dull.
+Cooking chicken is a chemical change. The heat causes the matter in the chicken to change. Cooked chicken and raw chicken are different types of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Cooking is caused by heating. But a penny tarnishing is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which text uses the word can in its traditional sense? | Choices: [As they observed the animals on the open grassland, the wildlife photographer said to Kyle, ""Did you know that cheetahs can run as fast as seventy-five miles per hour?"", As they observed the cheetahs on the open grassland, the wildlife photographer said to Kyle, ""You can borrow my camera if you want.""] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses can in its traditional sense: to have the ability to.
+As they observed the animals on the open grassland, the wildlife photographer said to Kyle, ""Did you know that cheetahs can run as fast as seventy-five miles per hour?""
+The first text uses can in its nontraditional sense: to have permission to.
+As they observed the cheetahs on the open grassland, the wildlife photographer said to Kyle, ""You can borrow my camera if you want.""
+Most style guides recommend to use the traditional sense of the word can because it is considered more standard."
+"Question: Would you find the word animal on a dictionary page with the following guide words?
+alas - armistice | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since animal is between the guide words alas - armistice, it would be found on that page."
+"Question: Answer the riddle.
+I am green.
+I need sunlight.
+I grow out of the ground.
+What am I? | Choices: [a plant, a frog] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: vocabulary | Skill: What am I? | Lecture: nan | Solution: A plant is green.
+A plant needs sunlight.
+A plant grows out of the ground."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Carly and her husband met Annie for lunch at a small café around the block from Annie's office., Carly and her husband met Annie for lunch at a small café around the block from her office.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun her could refer to Carly or Annie.
+The first answer choice shows a possible correction for the vague pronoun reference. Her has been replaced with Annie's.
+Carly and her husband met Annie for lunch at a small café around the block from Annie's office."
+"Question: How long is a garden snail? | Choices: [25 millimeters, 25 meters, 25 kilometers] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a garden snail is 25 millimeters.
+25 meters and 25 kilometers are both too long. | Hint: Select the best estimate."
+"Question: Would you find the word spent on a dictionary page with the following guide words?
+signal - stern | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since spent is between the guide words signal - stern, it would be found on that page."
+"Question: What information supports the conclusion that Monica acquired this trait? | Choices: [Monica learned history by reading., Monica is most interested in American history.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Monica knows a lot about history."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Mrs. Kerr,, dear Mrs. Kerr,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Mrs. Kerr is capitalized because it is a proper noun."
+"Question: What kind of sentence is this?
+Please put the chicken, fish, and vegetables on the large white platter. | Choices: [interrogative, imperative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence makes a request, so it is an imperative sentence. Here, it ends with a period."
+"Question: Would you find the word variety on a dictionary page with the following guide words?
+velvet - voyage | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since variety is not between the guide words velvet - voyage, it would not be found on that page."
+"Question: Is an airplane a good or a service? | Choices: [a service, a good] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether an airplane is a good or a service, ask these questions:
+Is an airplane something you can touch? Yes.
+Is an airplane a job you might pay someone else to do? No.
+So, an airplane is a good."
+"Question: Which is a compound sentence? | Choices: [My sister is frowning, so she must be sad., After dinner I brush my teeth very carefully.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.
+My sister is frowning, so she must be sad."
+"Question: What kind of sentence is this?
+What are you most thankful for? | Choices: [exclamatory, interrogative] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: Based on this information, what is Erin's phenotype for the Huntington's disease trait? | Choices: [not having Huntington's disease, having Huntington's disease] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Erin's genotype for the Huntington's disease gene is HH. Erin's genotype of HH has only H allelles. The H allele is for having Huntington's disease. So, Erin's phenotype for the Huntington's disease trait must be having Huntington's disease.
+To check this answer, consider whether Erin's alleles are dominant or recessive. The allele for having Huntington's disease (H) is dominant over the allele for not having Huntington's disease (h). This means H is a dominant allele, and h is a recessive allele.
+Erin's genotype of HH has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Erin's phenotype for the Huntington's disease trait must be having Huntington's disease. | Hint: This passage describes the Huntington's disease trait in humans:
+
+In a group of humans, some individuals have Huntington's disease and others do not. In this group, the gene for the Huntington's disease trait has two alleles. The allele for having Huntington's disease (H) is dominant over the allele for not having Huntington's disease (h).
+Erin is a human from this group. Erin has the homozygous genotype HH for the Huntington's disease gene."
+"Question: Compare the motion of two ducks. Which duck was moving at a lower speed? | Choices: [a duck that moved 550miles in 10hours, a duck that moved 355miles in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each duck moved and the time it took to move that distance.
+One duck moved 355 miles in 10 hours.
+The other duck moved 550 miles in 10 hours.
+Notice that each duck spent the same amount of time moving. The duck that moved 355 miles moved a shorter distance in that time. So, that duck must have moved at a lower speed."
+"Question: Complete the statement. Assume that Matthew's mass did not change.
+The gravitational potential energy stored between Matthew and Earth () as he rode the escalator. | Choices: [increased, stayed the same, decreased] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between Matthew and the center of Earth changed.
+The second floor is higher than the first floor. As he rode the escalator toward the second floor, the distance between Matthew and the center of Earth increased. So, the gravitational potential energy stored between Matthew and Earth increased as he rode the escalator. | Hint: Read the text about a person in motion.
+Matthew rode an escalator from the first floor to the second floor of a shopping mall."
+"Question: What is the volume of a fish bowl? | Choices: [4 liters, 4 milliliters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a fish bowl is 4 liters.
+4 milliliters is too little. | Hint: Select the better estimate."
+"Question: Which word does not rhyme? | Choices: [blade, wave, cave] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words wave and cave rhyme. They both end with the ave sound.
+The word blade does not rhyme. It ends with a different sound."
+"Question: What kind of sentence is this?
+Give Santiago a tour of the building and then take him to Mr. Hutchinson's office. | Choices: [exclamatory, interrogative, imperative] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence tells someone to do something, so it is an imperative sentence. Here, it ends with a period."
+"Question: Which sentence is more formal? | Choices: [To save water and energy, hotels should not provide extra towels unless a guest requests them., To save water and energy, hotels shouldn't provide extra towels if a guest doesn't ask for them.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The first sentence is less formal. You can tell because it uses contractions (shouldn't, doesn't).
+The second sentence does not use contractions, so it is more formal."
+"Question: Based on this information, what is Nica's phenotype for the body hair trait? | Choices: [bb, a hairless body] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Nica's observable version of the body hair trait is a hairless body. So, Nica's phenotype for the body hair trait is a hairless body. | Hint: In a group of cats, some individuals have a hairy body and others have a hairless body. In this group, the gene for the body hair trait has two alleles. The allele B is for a hairy body, and the allele b is for a hairless body.
+Nica, a cat from this group, has a hairless body. Nica has two alleles for a hairless body."
+"Question: Would you find the word big on a dictionary page with the following guide words?
+beauty - booth | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since big is between the guide words beauty - booth, it would be found on that page."
+"Question: Which type of sentence is this?
+Emmet always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor. | Choices: [complex, compound-complex, simple, compound] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+Emmet always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor."
+"Question: According to Newton's third law, what other force must be happening? | Choices: [The metal screw is pulling on the horseshoe magnet., The metal screw is pushing on the horseshoe magnet.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Predict forces using Newton's third law | Lecture: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
+For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Solution: The horseshoe magnet is pulling on the metal screw. So, Newton's third law tells you that the metal screw is pulling on the horseshoe magnet. | Hint: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
+Consider the following force:
+A horseshoe magnet is pulling on a metal screw."
+"Question: Compare the motion of two humpback whales. Which humpback whale was moving at a higher speed? | Choices: [a humpback whale that moved 55kilometers in 10hours, a humpback whale that moved 85kilometers in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each humpback whale moved and the time it took to move that distance.
+One humpback whale moved 85 kilometers in 10 hours.
+The other humpback whale moved 55 kilometers in 10 hours.
+Notice that each humpback whale spent the same amount of time moving. The humpback whale that moved 85 kilometers moved a farther distance in that time. So, that humpback whale must have moved at a higher speed."
+"Question: Would you find the word ticket on a dictionary page with the following guide words?
+too - treasure | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since ticket is not between the guide words too - treasure, it would not be found on that page."
+"Question: Which text uses the word nauseous in its traditional sense? | Choices: [Everyone seemed to enjoy the magnolia-scented candle, but it made Manuel feel rather nauseous., Everyone seemed to enjoy the magnolia-scented candle, but Manuel found the smell rather nauseous.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses nauseous in its traditional sense: causing disgust or nausea.
+Everyone seemed to enjoy the magnolia-scented candle, but Manuel found the smell rather nauseous.
+The second text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.
+Everyone seemed to enjoy the magnolia-scented candle, but it made Manuel feel rather nauseous.
+Most style guides recommend to use the traditional sense of the word nauseous because it is considered more standard."
+"Question: Is the following trait inherited or acquired?
+Noah has five fingers on each hand. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Most humans are born with five fingers on each hand. So, having five fingers is an inherited trait. | Hint: Hint: Noah was born with five fingers on each hand."
+"Question: Complete the sentence.
+Dust settling out of the air is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Dust settling out of the air is a physical change. As the dust settles, or falls, it might land on furniture or the ground. This separates dust particles from the air, but does not form a different type of matter."
+"Question: Which word would you find on a dictionary page with the following guide words?
+thankful - too | Choices: [truant, tickle] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since tickle is between the guide words thankful - too, it would be found on that page."
+"Question: Based on this information, what is this cucumber plant's phenotype for the fruit texture trait? | Choices: [Ff, bumpy fruit] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. The cucumber plant's observable version of the fruit texture trait is bumpy fruit. So, the plant's phenotype for the fruit texture trait is bumpy fruit. | Hint: In a group of cucumber plants, some individuals have bumpy fruit and others have smooth fruit. In this group, the gene for the fruit texture trait has two alleles. The allele F is for bumpy fruit, and the allele f is for smooth fruit.
+A certain cucumber plant from this group has bumpy fruit. This plant has one allele for bumpy fruit and one allele for smooth fruit."
+"Question: What information supports the conclusion that Leo inherited this trait? | Choices: [Leo's parents have blond hair. They passed down this trait to Leo., Leo's mother cuts his hair every month.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Leo has blond hair."
+"Question: What information supports the conclusion that Larry acquired this trait? | Choices: [Larry's neighbor taught him how to repair a kite., Larry's friend taught him how to fly a kite., Larry likes to fly a kite with his younger brother.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Larry knows how to fly a kite."
+"Question: Which figure of speech is used in this text?
+""This box weighs a ton!"" Jackson panted. ""Elizabeth, would you mind helping me carry it up the stairs?"" | Choices: [hyperbole, chiasmus] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+A ton is an exaggeration, since it would be impossible for one or two people to carry a box that weighed a ton, or 2000 pounds."
+"Question: What information supports the conclusion that Kirk acquired this trait? | Choices: [Kirk is most interested in American history., Kirk learned history by reading.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Kirk knows a lot about history."
+"Question: Complete the sentence.
+In this chemical reaction, sulfur is a (). | Choices: [reactant, product] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Identify reactants and products | Lecture: A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.
+In a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.
+The original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.
+The substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.
+So, in a chemical reaction, reactants go through a chemical change to form products. | Solution: Read the underlined text carefully. Look for information about what happens to sulfur in this chemical reaction.
+People have used gunpowder as an explosive for hundreds of years. Gunpowder is a mixture of three different substances: potassium nitrate, charcoal, and sulfur. When these substances are burned together, they release a large amount of heat and gas. In the past, gunpowder was used in muskets and cannons, but today, it is mainly used in fireworks.
+The underlined text tells you that when potassium nitrate, charcoal, and sulfur combine, a large amount of heat and gas is released. When potassium nitrate, charcoal, and sulfur react, or go through a chemical change, their atoms are rearranged. Because sulfur reacts in this chemical reaction, sulfur is a reactant. | Hint: This passage describes a chemical reaction. Read the passage. Then, follow the instructions below.
+People have used gunpowder as an explosive for hundreds of years. Gunpowder is a mixture of three different substances: potassium nitrate, charcoal, and sulfur. When these substances are burned together, they release a large amount of heat and gas. In the past, gunpowder was used in muskets and cannons, but today, it is mainly used in fireworks."
+"Question: Select the animal. | Choices: [Aloe vera has spiny leaves., Hummingbirds walk and fly., Mango trees have many leaves., Giant water lilies can grow big flowers.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: Aloe vera is a plant. It has spiny leaves.
+Aloe vera leaves contain a watery liquid. People use this liquid in lotion and medicine.
+A mango tree is a plant. It has many green leaves.
+Mango trees can grow to over 100 feet tall!
+A hummingbird is an animal. It walks and flies.
+A hummingbird can fly backwards and upside-down!
+A giant water lily is a plant. It can grow big flowers.
+Giant water lilies grow in the Amazon river in South America."
+"Question: Which is a complete sentence? | Choices: [Cora bought a red belt and a pink scarf., Lucy wants to visit Lanberry she heard it has beautiful parks.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Cora bought a red belt and a pink scarf is a complete sentence. The subject is Cora, and the verb is bought."
+"Question: What kind of sentence is this?
+Do you know Albert from soccer camp, or do you have another connection with him? | Choices: [interrogative, declarative, imperative] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: What is the source of the allusion in the sentence below?
+Jacob dropped out of college to travel the world, but a year later, the prodigal son returned home and re-enrolled. | Choices: [British history, the Bible] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion prodigal son is the Bible.
+In a Biblical parable, the prodigal son irresponsibly spends the inheritance given to him by his father. When he returns home, he expects to be shamed, but his father forgives him.
+The allusion prodigal son means a person who behaves recklessly but later makes a repentant return."
+"Question: Using only these supplies, which question can Austen investigate with an experiment? | Choices: [Which of the three types of tomato seeds sprouts the fastest?, Does a certain kind of tomato plant grow taller when planted in a clay pot or in a plastic pot?, Which type of soil will cause a certain kind of tomato plant to grow the most fruit?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Austen and his classmates are growing tomato plants in the school garden. He wonders what factors affect how tomato plants grow. So, he decides to design an experiment. He has the following supplies available:
+three different types of tomato seeds
+one bag of potting soil
+five identical clay pots
+water"
+"Question: How long is a garden snail? | Choices: [27 meters, 27 millimeters, 27 kilometers, 27 centimeters] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a garden snail is 27 millimeters.
+27 centimeters, 27 meters, and 27 kilometers are all too long. | Hint: Select the best estimate."
+"Question: Which object has the least thermal energy? | Choices: [an orange at a temperature of 17°C, an orange at a temperature of 12°C, an orange at a temperature of 19°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: All three oranges have the same mass but different temperatures. Since the 12°C orange is the coldest, it has the least thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which word would you find on a dictionary page with the following guide words?
+cause - clump | Choices: [cork, cent] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since cent is between the guide words cause - clump, it would be found on that page."
+"Question: What information supports the conclusion that Bill inherited this trait? | Choices: [Bill likes to wear a blue sweater to match his blue eyes., Bill's mother has blue eyes. She passed this trait down to Bill.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Bill has blue eyes."
+"Question: What do these two changes have in common?
+water vapor condensing on a bathroom mirror
+your breath becoming visible on a cold day | Choices: [Both are caused by heating., Both are only physical changes., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Water vapor condensing on a bathroom mirror is a change of state. So, it is a physical change. The water changes state from gas in the air to liquid water on the mirror. But the water vapor and the liquid water are both made of water.
+Your breath becoming visible on a cold day is a change of state. So, it is a physical change. Water vapor in your breath touches the cold air outside and becomes liquid. The water vapor changes state, but it is made of water. A different type of matter is not formed.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Both changes are caused by cooling."
+"Question: Select the reptile. | Choices: [Japanese tree frog, fruit bat, eagle ray, salt water crocodile] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Reptiles have scaly, waterproof skin. Most reptiles live on land. | Solution: A fruit bat is a mammal. It has hair and feeds its young milk.
+Fruit bats eat fruit and drink nectar from flowers. They have special teeth to help them bite through fruit skins.
+A Japanese tree frog is an amphibian. It has moist skin and begins its life in water.
+There are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.
+An eagle ray is a fish. It lives underwater. It has fins, not limbs.
+Rays have a different shape than many other fish. Rays are large and flat. They have wide, triangle-shaped fins that help them swim long distances.
+A salt water crocodile is a reptile. It has scaly, waterproof skin.
+Crocodiles hunt their prey in or near water."
+"Question: Based on this information, what is Coco's phenotype for the fur length trait? | Choices: [Ff, short fur] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Coco's observable version of the fur length trait is short fur. So, Coco's phenotype for the fur length trait is short fur. | Hint: In a group of Syrian hamsters, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele F is for short fur, and the allele f is for long fur.
+Coco, a Syrian hamster from this group, has short fur. Coco has one allele for short fur and one allele for long fur."
+"Question: People still debate economic policy today. Based on the definition above, which of the following is a question about economic policy? | Choices: [Should a panda be considered a bear?, Who should have the right to vote?, Should students raise their hands before answering?, Should the government raise taxes to build roads?] | Task: closed choice | Subject: social science | Grade: grade8 | Topic: us-history | Skill: Tariff, nullification, and bank war | Lecture: nan | Solution: Look at the underlined part of the definition.
+Economic policy is the set of decisions the government makes about how to get and use money and resources. It also includes rules about how people and businesses can use resources, produce goods, and earn or spend money.
+Based on that definition, this choice is correct:
+Should the government raise taxes to build roads?
+This question is about how the government should collect and spend money, so it is a question about economic policy. | Hint: Jacksonian America was the period of United States history from the 1820s to the 1840s. It is named after Andrew Jackson, who was president for part of that time. In the following questions, you will learn about debates that took place in Jacksonian America over economic policy. Read the definition of economic policy. Then answer the question below.
+Economic policy is the set of decisions the government makes about how to get and use money and resources. It also includes rules about how people and businesses can use resources, produce goods, and earn or spend money."
+"Question: Would you find the word deep on a dictionary page with the following guide words?
+danger - doll | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since deep is between the guide words danger - doll, it would be found on that page."
+"Question: Compare the motion of two bowhead whales. Which bowhead whale was moving at a lower speed? | Choices: [a bowhead whale that moved 15kilometers in 5hours, a bowhead whale that moved 10kilometers in 5hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each bowhead whale moved and the time it took to move that distance.
+One bowhead whale moved 10 kilometers in 5 hours.
+The other bowhead whale moved 15 kilometers in 5 hours.
+Notice that each bowhead whale spent the same amount of time moving. The bowhead whale that moved 10 kilometers moved a shorter distance in that time. So, that bowhead whale must have moved at a lower speed."
+"Question: Based on this information, what is Rolf's phenotype for the fur color trait? | Choices: [brown fur, black fur] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Rolf's genotype for the fur color gene is ff. Rolf's genotype of ff has only f alleles. The f allele is for brown fur. So, Rolf's phenotype for the fur color trait must be brown fur.
+To check this answer, consider whether Rolf's alleles are dominant or recessive. The allele for brown fur (f) is recessive to the allele for black fur (F). This means F is a dominant allele, and f is a recessive allele.
+Rolf's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Rolf's phenotype for the fur color trait must be brown fur. | Hint: In a group of Labrador retrievers, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele for brown fur (f) is recessive to the allele for black fur (F).
+Rolf is a Labrador retriever from this group. Rolf has the homozygous genotype ff for the fur color gene."
+"Question: What is the source of the allusion in the sentence below?
+Owen picked up his pace on the trail as his spidey sense began to tingle. | Choices: [a comic book, Italian history] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion spidey sense is a comic book.
+The comic book superhero Spider-Man possesses a spidey sense that warns him of impending trouble.
+The allusion spidey sense means a sense of danger coming."
+"Question: Which text uses the word disinterested in its traditional sense? | Choices: [As a financial advisor, Katie is required to give disinterested advice and to value her clients' financial interests above her own., Katie has been feeling disinterested in her work as a financial advisor; she would prefer to spend more time on her own investments.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses disinterested in its traditional sense: unbiased or impartial.
+As a financial advisor, Katie is required to give disinterested advice and to value her clients' financial interests above her own.
+The second text uses disinterested in its nontraditional sense: uninterested or indifferent.
+Katie has been feeling disinterested in her work as a financial advisor; she would prefer to spend more time on her own investments.
+Most style guides recommend to use the traditional sense of the word disinterested because it is considered more standard."
+"Question: Which word does not rhyme? | Choices: [link, stink, tube] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the ip sound.
+The words lake and make rhyme. They both end with the ake sound.
+The words tip and lake don't rhyme. They end with different sounds. | Solution: The words link and stink rhyme. They both end with the ink sound.
+The word tube does not rhyme. It ends with a different sound."
+"Question: Using only these supplies, which question can Danny investigate with an experiment? | Choices: [Do watercolor paintings dry faster when placed next to a fan?, Do watercolor paintings dry faster when they are placed inside or outside?, Does a large watercolor painting or a small watercolor painting dry faster?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Danny is painting watercolor pictures with his friend. An hour after they have finished, Danny notices one painting is dry but the other is not. He wonders what factors affect how quickly watercolor paintings dry. So, he decides to design an experiment. He has the following supplies available:
+two freshly painted watercolor pictures of the same size
+his dining room table
+a picnic table in his backyard
+a heater"
+"Question: Which word would you find on a dictionary page with the following guide words?
+half - history | Choices: [hockey, hen] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since hen is between the guide words half - history, it would be found on that page."
+"Question: What kind of sentence is this?
+The audience's thunderous applause left me completely speechless! | Choices: [declarative, interrogative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence."
+"Question: What information supports the conclusion that Steve acquired this trait? | Choices: [Steve likes to look at butterflies and beetles., Steve learned to identify insects by reading many books about insects.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Steve is good at identifying insects."
+"Question: Compare the motion of two speed walkers. Which speed walker was moving at a higher speed? | Choices: [a speed walker who moved 50miles in 10hours, a speed walker who moved 25miles in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each speed walker moved and the time it took to move that distance.
+One speed walker moved 50 miles in 10 hours.
+The other speed walker moved 25 miles in 10 hours.
+Notice that each speed walker spent the same amount of time moving. The speed walker who moved 50 miles moved a farther distance in that time. So, that speed walker must have moved at a higher speed."
+"Question: Select the one true statement. | Choices: [The cytoplasm of an animal cell is inside the cell membrane., The vacuoles of an animal cell use sunlight to make sugar., The cell membrane directs cell activities by sending instructions to different parts of an animal cell.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Compare cells and cell parts | Lecture: nan | Solution: nan"
+"Question: Which tense does the sentence use?
+Brad invited Sofia to his house. | Choices: [present tense, past tense, future tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, invited. The verb ends in -ed and tells you about something that has already happened."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Scott washed the windshield of his car even though he knew it would just get dirty again., Scott washed the windshield of his car even though he knew the car would just get dirty again.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun it could refer to the windshield or the car.
+The first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the car.
+Scott washed the windshield of his car even though he knew the car would just get dirty again."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Researchers have proven that African violets prefer an environment with a temperature that stays between 65 and 80°F., They have proven that African violets prefer an environment with a temperature that stays between 65 and 80°F.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.
+The second answer choice shows a possible correction for the vague pronoun reference. They has been replaced with researchers.
+Researchers have proven that African violets prefer an environment with a temperature that stays between 65 and 80°F."
+"Question: Which figure of speech is used in this text?
+At twenty-one, Bruce felt overwhelmed with adult responsibilities and wished he could fly off to Neverland. | Choices: [simile, allusion] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+Neverland alludes to the story of Peter Pan, a boy who lived in Neverland and never grew up."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Rachel and her sister posed for a photograph, but when the flash went off, Rachel blinked., Rachel and her sister posed for a photograph, but when the flash went off, she blinked.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun she could refer to Rachel or her sister.
+The first answer choice shows a possible correction for the vague pronoun reference. She has been replaced with Rachel.
+Rachel and her sister posed for a photograph, but when the flash went off, Rachel blinked."
+"Question: Which type of sentence is this?
+An avid reader, Braden attends weekly book club meetings, and he finishes several novels every month. | Choices: [simple, compound, compound-complex, complex] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+An avid reader, Braden attends weekly book club meetings, and he finishes several novels every month."
+"Question: Which closing is correct for a letter? | Choices: [Best Wishes,
+Karen, Best wishes,
+Karen] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Using only these supplies, which question can Sean investigate with an experiment? | Choices: [Does white sandwich bread grow visible mold in fewer days if the bread is stored inside or outside the refrigerator?, Does white sandwich bread grow visible mold in fewer days if the bread is stored in a paper bag or in a plastic bag?, Does white or whole wheat sandwich bread grow visible mold in fewer days?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Sean starts to make a sandwich, but he sees mold on the bread! He wonders what factors affect how mold grows on bread. So, he decides to design an experiment. He has the following supplies available:
+two loaves of white sandwich bread
+a small plastic bag
+a large plastic bag
+a refrigerator"
+"Question: Is the following trait inherited or acquired?
+Lola has naturally blond hair. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Humans do not choose their natural hair color. Instead, children get their natural hair color from their parents. So, Lola's hair color is an inherited trait. | Hint: Hint: Some people dye their hair. But this does not change their natural hair color."
+"Question: What is the source of the allusion in the sentence below?
+Before Mona had even met her future husband in person, she knew about his reputation as a Romeo. | Choices: [literature, Roman mythology] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Romeo is literature.
+In William Shakespeare's Romeo and Juliet, Romeo is known for the eloquent declaration of love with which he woos Juliet.
+The allusion Romeo means a man who is very romantic."
+"Question: What is the volume of a bathtub? | Choices: [375 milliliters, 375 liters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a bathtub is 375 liters.
+375 milliliters is too little. | Hint: Select the better estimate."
+"Question: What information supports the conclusion that Julia acquired this trait? | Choices: [Julia knits sweaters using cotton, wool, and other types of yarn., Julia learned how to knit in an after school program.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Julia knows how to knit sweaters."
+"Question: Which greeting is correct for a letter? | Choices: [Dear dr. gupta,, Dear Dr. Gupta,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Dr. Gupta is capitalized because it is a proper noun."
+"Question: Which tense does the sentence use?
+Judith will sweep the sidewalk in front of her store. | Choices: [future tense, present tense, past tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, sweep. The verb tells you about something that is going to happen."
+"Question: Is this a sentence fragment?
+Smoke from the cabin visible for miles up and down the coast. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify sentence fragments | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A sentence fragment is a group of words that does not express a complete thought.
+Rehearsing daily because we have a concert in two weeks.
+This fragment is missing a subject. It doesn't tell who is rehearsing.
+The band I'm in.
+This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
+Because we have a concert in two weeks.
+This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | Solution: This is a sentence fragment. It does not express a complete thought.
+Smoke from the cabin visible for miles up and down the coast.
+Here is one way to fix the sentence fragment:
+Smoke from the cabin is visible for miles up and down the coast."
+"Question: Using only these supplies, which question can Clarence investigate with an experiment? | Choices: [Do the squirrels eat walnuts from large feeders more often than from small feeders?, Do the squirrels select sunflower seeds or walnuts more often?, Which type of tree do the squirrels feed from most often?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Clarence enjoys feeding the squirrels in his backyard. He notices that they spend a lot of time collecting seeds and nuts. He wonders about what factors affect which foods squirrels choose to collect. So, he decides to design an experiment. He has the following supplies available:
+two identical squirrel feeders
+a bag of sunflower seeds
+a bag of walnuts
+a tree to hang the feeders from"
+"Question: Which word would you find on a dictionary page with the following guide words?
+pillar - promise | Choices: [palm, potato] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since potato is between the guide words pillar - promise, it would be found on that page."
+"Question: What is the mass of a trumpet? | Choices: [1 kilogram, 1 gram] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a trumpet is 1 kilogram.
+1 gram is too light. | Hint: Select the better estimate."
+"Question: Assume all other forces on the dresser are balanced. Which statement describes the forces on the dresser? | Choices: [The forces are unbalanced, so there is a net force on the dresser., The forces are balanced, so there is no net force on the dresser.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Balanced and unbalanced forces | Lecture: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
+When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
+When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | Solution: To determine if there is a net force on the dresser, look at the forces:
+Sophie is pushing the dresser forward with a force of 350 N.
+The carpet is pushing the dresser backward with a force of 380 N.
+The forces are in opposite directions, and the forces have different magnitudes: 350 N and 380 N. This means that the forces are unbalanced, so there is a net force on the dresser. | Hint: Sophie is sliding a heavy dresser across the carpeted floor of her apartment. She is pushing the dresser forward with a force of 350N. The carpet is pushing the dresser backward with a force of 380N."
+"Question: What is the source of the allusion in the sentence below?
+""Mary is such a Pollyanna!"" Fred announced with a sigh. | Choices: [British history, literature] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Pollyanna is literature.
+The character Pollyanna, from Eleanor Porter's children's book, is a young girl who finds good in everything and everyone.
+The allusion Pollyanna means an overly optimistic person."
+"Question: Would you find the word excite on a dictionary page with the following guide words?
+engine - essay | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since excite is not between the guide words engine - essay, it would not be found on that page."
+"Question: Which logical fallacy is used in the text?
+No one in your family surfs? But I thought you said you lived in California before this. | Choices: [false causation: the assumption that because two things happened together, one caused the other, hasty generalization: a very broad claim based on very little evidence] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that a person from California must have a surfer in his or her family. However, even though some people in California surf, that doesn't necessarily mean that every family has a surfer. This illustrates a type of logical fallacy known as a hasty generalization."
+"Question: Select the gas. | Choices: [plate, air inside a soccer ball, baseball cap, ballet shoes] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Identify solids, liquids, and gases | Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
+Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
+When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
+Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
+When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
+Many gases are invisible. Air is a gas. | Solution: The air inside a soccer ball is a gas. A gas expands to fill a space. The air fills all the space inside the soccer ball. If air leaks out, it will expand into the space around the ball.
+A baseball cap is a solid. A solid has a size and shape of its own. If you put a baseball cap on your head, the baseball cap will still have a size and shape of its own.
+A plate is a solid. If someone drops a plate, it may break into pieces. But each piece will still have a size and shape of its own.
+A ballet shoe is a solid. A solid has a size and shape of its own. When a dancer wears a ballet shoe, it may bend a little. But the ballet shoe still has a size and shape of its own."
+"Question: Which text uses the word peruse in its traditional sense? | Choices: [Eddie perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly., Eddie perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses peruse in its traditional sense: to examine in detail.
+Eddie perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift.
+The second text uses peruse in its nontraditional sense: to look through in a casual manner.
+Eddie perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly.
+Most style guides recommend to use the traditional sense of the word peruse because it is considered more standard."
+"Question: Does this passage describe the weather or the climate?
+Jeffrey lives in a town with hot summers and freezing cold winters. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Jeffrey lives in a town with hot summers and freezing cold winters.
+This passage tells you about the usual temperatures where Jeffrey lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Which text uses the word peruse in its traditional sense? | Choices: [Herman perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly., Herman perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses peruse in its traditional sense: to examine in detail.
+Herman perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift.
+The second text uses peruse in its nontraditional sense: to look through in a casual manner.
+Herman perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly.
+Most style guides recommend to use the traditional sense of the word peruse because it is considered more standard."
+"Question: Which logical fallacy is used in the text?
+Mayor Kelley wants to create more bicycle lanes in Greenwood. However, many citizens of Greenwood live far from work. It would not be realistic to force us to give up our cars and bike everywhere. | Choices: [straw man: a misrepresentation of an opponent's position that makes it easier to argue against, appeal to nature: the assumption that natural things are always good, circular reasoning: an argument that supports a claim with the claim itself] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Mayor Kelley wants people to give up their cars. However, this misrepresents Mayor Kelley's argument. Mayor Kelley only wants to create more bike lanes. This illustrates a type of logical fallacy known as a straw man."
+"Question: Which body part breaks down food? | Choices: [stomach, brain, skeleton] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Body parts and their functions | Lecture: nan | Solution: nan"
+"Question: Select the fish. | Choices: [humpback whale, piranha, zebra, gharial] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Fish live underwater. They have fins, not limbs. | Solution: A gharial is a reptile. It has scaly, waterproof skin.
+Gharials are a type of crocodile. Gharials live near rivers and eat fish.
+A zebra is a mammal. It has hair and feeds its young milk.
+Zebras eat mostly grass. But they sometimes eat other types of plants, such as shrubs or tree bark.
+A humpback whale is a mammal. It has hair and feeds its young milk.
+Whales are mammals that live in the ocean. Humpback whales have small hairs that grow from bumps around their mouth.
+A piranha is a fish. It lives underwater. It has fins, not limbs.
+Piranhas have sharp teeth. Piranhas hunt in groups. A group of piranhas can eat a large animal."
+"Question: Is the following trait inherited or acquired?
+Ruben has a scar on his left elbow. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: How long is a grain of rice? | Choices: [4 centimeters, 4 millimeters, 4 kilometers, 4 meters] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a grain of rice is 4 millimeters.
+4 centimeters, 4 meters, and 4 kilometers are all too long. | Hint: Select the best estimate."
+"Question: Which change best matches the sentence?
+Water moves loose pieces of rock. | Choices: [erosion, wildfire, volcanic eruption] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: Classify changes to Earth's surface I | Lecture: nan | Solution: nan"
+"Question: Choose the poem that uses onomatopoeia. | Choices: [I have seen the proudest stars
+That wander on through space,
+Even the sun and moon,
+But not your face., Ay, bring the hillside beech
+From where the owlets meet and screech,
+And ravens croak;
+The crackling pine, and cedar sweet] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: reading-comprehension | Skill: Identify elements of poetry | Lecture: Poets often use the sounds of words to create interesting effects and to express moods and emotions. Understanding these elements of poetry can help you better interpret and appreciate poetic forms.
+Anaphora is the repetition of words or sequences of words at the beginning of multiple phrases, sentences, or lines.
+Out of the cradle endlessly rocking,
+Out of the mocking-bird's throat, the musical shuttle,
+Out of the Ninth-month midnight
+—From Walt Whitman, ""Out of the Cradle Endlessly Rocking""
+Onomatopoeia is when language sounds like what it talks about.
+Sometimes the onomatopoeia uses made-up words:
+Tlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.
+—From Alfred Noyes, ""The Highwayman""
+Sometimes the onomatopoeia uses real words:
+Hark! the honey bee is humming.
+—From Mary Howitt, ""The Voice of Spring""
+Alliteration is when beginning consonant sounds are repeated in words that are close together.
+Where the wild men watched and waited
+Wolves in the forest, and bears in the bush.
+—From Bayard Taylor, ""A Night with a Wolf""
+Assonance is the repetition of vowel sounds. Often, assonance can create rhymes or near-rhymes within lines.
+I wandered lonely as a Cloud
+That floats on high o'er Vales and Hills,
+When all at once I saw a crowd,
+A host of golden Daffodils.
+—From William Wordsworth, ""I Wandered Lonely as a Cloud""
+Meter is a poem's rhythm, or the pattern of strong and weak syllables. Strong syllables are stressed, while weak syllables are unstressed.
+A poem has an iambic meter when the beat sounds like da-DUM. A weak syllable is followed by a strong syllable. Occasionally, a line may begin with a strong syllable.
+He watches from his mountain walls,
+And like a thunderbolt he falls.
+—From Alfred, Lord Tennyson, ""The Eagle""
+A poem has a trochaic meter when the beat sounds like DUM-da. A strong syllable is followed by a weak syllable. Occasionally, a line may end in a strong syllable.
+Back into the chamber turning, all my soul within me burning,
+Soon again I heard a tapping somewhat louder than before.
+—From Edgar Allen Poe, ""The Raven""
+Free verse is when a poem has neither a regular rhythm nor a rhyme pattern.
+The old bridge has a wrinkled face.
+He bends his back
+For us to go over.
+—From Hilda Conkling, ""The Old Bridge""
+The syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern. | Solution: This poem uses onomatopoeia. It uses language that sounds like what it talks about. | Hint: From Robert Hinckley Messenger, ""Give Me the Old"" and from Helen Dudley, ""To One Unknown"""
+"Question: Which type of sentence is this?
+Dominic took several incredible panoramic photographs of the sweeping view from the top of Table Mountain. | Choices: [compound, compound-complex, simple, complex] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is simple. It is a single independent clause.
+Dominic took several incredible panoramic photographs of the sweeping view from the top of Table Mountain."
+"Question: Is the following trait inherited or acquired?
+Lexi is good at cooking. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to cook. Instead, many people learn how to cook. So, cooking is an acquired trait. | Hint: Hint: Cooking well takes practice."
+"Question: What information supports the conclusion that Judith inherited this trait? | Choices: [Judith's parents have dark skin. They passed down this trait to Judith., Judith and her father both have dark hair.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Judith has dark skin."
+"Question: Select the invertebrate. | Choices: [saturn butterfly, robin, Galapagos giant tortoise, ground squirrel] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A saturn butterfly is an insect. Like other insects, a saturn butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A ground squirrel is a mammal. Like other mammals, a ground squirrel is a vertebrate. It has a backbone.
+A Galapagos giant tortoise is a reptile. Like other reptiles, a Galapagos giant tortoise is a vertebrate. It has a backbone.
+A robin is a bird. Like other birds, a robin is a vertebrate. It has a backbone. | Hint: Hint: Insects, spiders, and worms are invertebrates."
+"Question: What information supports the conclusion that Deb inherited this trait? | Choices: [Deb and her mother both have short hair., Deb's parents were born with wavy hair. They passed down this trait to Deb.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Deb has wavy hair."
+"Question: Using only these supplies, which question can Mason investigate with an experiment? | Choices: [When hung in the laundry room, do black cloth towels or white cloth towels dry more quickly?, Do cloth towels dry faster if they are hung in the laundry room or in the backyard?, Does a small cloth towel or a large cloth towel dry faster when hung in the backyard?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: After Mason cleans up a spill, he hangs a wet cloth towel in the laundry room. Two hours later, he notices that the towel has partially dried. He wonders what factors affect how cloth dries. So, he decides to design an experiment. He has the following supplies available:
+two identical white cloth towels
+water
+a clothesline in the laundry room
+a clothesline in the backyard"
+"Question: Which greeting is correct for a letter? | Choices: [Dear Uncle Danny,, dear Uncle Danny,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Uncle Danny is capitalized because it is a proper noun."
+"Question: Select the vertebrate. | Choices: [red-kneed tarantula, giant octopus, red-tailed hawk, castor bean tick] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: Like other tarantulas, a red-kneed tarantula is an invertebrate. It does not have a backbone. It has an exoskeleton.
+Like other octopuses, a giant octopus is an invertebrate. It does not have a backbone. It has a soft body.
+A castor bean tick is an insect. Like other insects, a castor bean tick is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A red-tailed hawk is a bird. Like other birds, a red-tailed hawk is a vertebrate. It has a backbone. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Select the deep sea ecosystem. | Choices: [This ecosystem has:
+water at the bottom of the ocean
+no sunlight
+organisms that crawl or stick to the ground, This ecosystem has:
+shallow, salty water
+bright sunlight
+many different types of organisms] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify ecosystems | Lecture: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
+There are many different types of ecosystems. Here are some ways in which these ecosystems can differ from each other:
+the pattern of weather, or climate
+the type of soil or water
+the organisms that live there | Solution: A deep sea is a type of ecosystem. It has water at the bottom of the ocean, no sunlight, and organisms that crawl or stick to the ground.
+Choice 1 is a deep sea ecosystem. It is at the bottom of the ocean. It is so far underwater that no sunlight can reach it.
+Choice 2 is a tropical coral reef ecosystem. It has shallow water and many different types of organisms."
+"Question: Which ping pong ball has a higher temperature? | Choices: [the ping pong ball with more thermal energy, the ping pong ball with less thermal energy] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two ping pong balls are made of the same material and have the same mass. So, the ping pong ball with more thermal energy has a higher temperature. | Hint: Two ping pong balls are identical except for their thermal energies."
+"Question: Which figure of speech is used in this text?
+After basketball practice, I was so hungry that I could have eaten a horse. | Choices: [paradox, hyperbole] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+Could have eaten a horse is an exaggeration, since it is unlikely that someone could eat an entire horse."
+"Question: Which sentence is more formal? | Choices: [There are some things that Ms. Campbell wants to bring up at the next city council meeting., Ms. Campbell has several important proposals to discuss at the next city council meeting.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The second sentence is less formal. You can tell because it uses overly simple or imprecise language (some things, bring up).
+The first sentence uses more precise language, so it is more formal overall."
+"Question: Select the animal. | Choices: [Fig trees have many leaves., Ladybugs walk and fly.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A fig tree is a plant. It has many leaves.
+Fig trees grow in dry, sunny places.
+A ladybug is an animal. It walks and flies.
+Some ladybugs have spots. Other types of ladybugs have stripes!"
+"Question: Which tense does the sentence use?
+The president of the company announces the plan. | Choices: [past tense, present tense, future tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, announces. The verb ends in -s and tells you about something that is true or happening now."
+"Question: Assume all other forces on the train are balanced. Which statement describes the forces on the train? | Choices: [The forces are unbalanced, so there is a net force on the train., The forces are balanced, so there is no net force on the train.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Balanced and unbalanced forces | Lecture: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
+When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
+When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | Solution: To determine if there is a net force on the train, look at the forces:
+Earth's gravity is pulling the train down with a force of 200,000 N.
+The magnetic track is pushing the train up with a force of 200,000 N.
+The forces are in opposite directions, and the forces have the same magnitude: 200,000 N. This means that the forces are balanced, so there is no net force on the train. | Hint: A train is sitting on a magnetic track. Earth's gravity is pulling down on the train with a force of 200,000N. The magnetic track is pushing up on the train with a force of 200,000N."
+"Question: What is the temperature of a hot day in the desert? | Choices: [47°F, 47°C] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Estimate temperatures | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
+212°F | Water boils | 100°C
+98.6°F | Body temperature | 37°C
+68°F | Room temperature | 20°C
+32°F | Water freezes | 0°C
+ | Solution: The better estimate for the temperature of a hot day in the desert is 47°C.
+47°F is too cold. | Hint: Select the better estimate."
+"Question: Which soccer ball has a lower temperature? | Choices: [the soccer ball with more thermal energy, the soccer ball with less thermal energy] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two soccer balls are made of the same material and have the same mass. So, the soccer ball with less thermal energy has a lower temperature. | Hint: Two soccer balls are identical except for their thermal energies."
+"Question: Compare the motion of three motorboats. Which motorboat was moving at the highest speed? | Choices: [a motorboat that moved 180kilometers east in 5hours, a motorboat that moved 360kilometers south in 5hours, a motorboat that moved 90kilometers east in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. | Solution: Look at the distance each motorboat moved and the time it took to move that distance. The direction each motorboat moved does not affect its speed.
+Notice that each motorboat moved for 5 hours. The motorboat that moved 360 kilometers moved the farthest distance in that time. So, that motorboat must have moved at the highest speed."
+"Question: What kind of sentence is this?
+No one lives at the base of the volcano. | Choices: [interrogative, declarative] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, and it ends with a period. It is a declarative sentence."
+"Question: Complete the statement.
+Phosphine is (). | Choices: [a compound, an elementary substance] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: You can tell whether phosphine is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for phosphine is PH3. This formula contains two symbols: P for phosphorus and H for hydrogen. So, the formula tells you that phosphine is made of two chemical elements bonded together.
+Substances made of two or more chemical elements bonded together are compounds. So, phosphine is a compound. | Hint: Phosphine is a poisonous gas that some farmers use to kill insects. The chemical formula for phosphine is PH3."
+"Question: Which letter to the editor is more formal? | Choices: [I'm writing because I'm fed up about our library not staying open like it used to., I am writing to express my dissatisfaction with the library's reduced hours.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second letter to the editor is more formal. It uses more elevated language (writing to express my dissatisfaction, reduced hours). The other letter to the editor uses contractions (I'm) and slang (fed up)."
+"Question: Which figure of speech is used in this text?
+It's an open secret that Ryan is writing a book based on his experiences living in Singapore. He never talks about it, but almost all his friends know. | Choices: [oxymoron, euphemism] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Open secret is a contradiction, because open describes something that is freely or publicly known, and a secret is hidden."
+"Question: Which closing is correct for a letter? | Choices: [Thanks,
+Dana, thanks,
+Dana] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Select the phase of the Moon shown in the model. | Choices: [new, full] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: earth-science | Skill: Identify phases of the Moon | Lecture: Although the Moon appears to shine, it does not give off light. Instead, we can see the Moon because it is lit up by the Sun. The part of the Moon that is both lit up by the Sun and facing Earth is called the Moon's phase.
+The Moon orbits, or goes around, Earth. As it does, the Moon's phase changes. The model below shows the Moon's phase at eight positions in its orbit. The smaller moons closer to Earth show where sunlight hits the Moon. The larger moons farther from Earth show how the Moon will look during that phase.
+To use the model, first pick one of the eight positions. Then, imagine standing on Earth and looking up at the Moon. Use the dotted white lines in the model to guide you. The picture of the Moon shows its phase for that position. If you are in the Southern Hemisphere, the Moon will appear flipped, left to right. | Solution: nan | Hint: The model below shows the Moon at one position in its orbit around Earth. The white half of the Moon shows the part that is lit up by the Sun."
+"Question: Last year, there were seven men's clothing stores on Main Street in Ashland. This year, there are only three. What probably happened to the overall supply of men's shirts in Ashland? | Choices: [The supply probably went up., The supply probably went down.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down."
+"Question: What information supports the conclusion that Shawn acquired this trait? | Choices: [Shawn's scar was caused by an accident. He cut his arm when he fell off his bicycle., Some scars fade more quickly than others.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Shawn has a scar on his right arm."
+"Question: What is the source of the allusion in the sentence below?
+Much to our shock, Erik chose to turn the other cheek when Cora insulted him in a meeting. | Choices: [a song, the Bible] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion turn the other cheek is the Bible.
+In the Bible, Jesus counsels his followers to resist retaliation. He says that if they are struck on the right cheek, they shouldn't lash out; instead, they should turn the other cheek toward their attacker.
+The allusion turn the other cheek means to respond without aggression."
+"Question: What information supports the conclusion that Percy acquired this trait? | Choices: [Percy rides his bicycle to school., Percy's friend showed him how to ride a bicycle., Percy and his mother both ride bicycles.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Percy can ride a bicycle."
+"Question: Which text message is more formal? | Choices: [Ms. Norton is already here. She's waiting in the lobby., Heads up! Norton is here. In the lobby.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first text message is more formal. It uses complete sentences, avoids slang (heads up), and uses the person's title (Ms. Norton). The other text message includes more casual language and sentence fragments."
+"Question: What do these two changes have in common?
+boiling an egg
+acid rain weathering a marble statue | Choices: [Both are only physical changes., Both are caused by heating., Both are chemical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Boiling an egg is a chemical change. The heat causes the matter in the egg to change. Cooked eggs and raw eggs are made of different types of matter.
+Acid rain weathering a marble statue is a chemical change. The acid rain reacts with the outside of the statue and breaks it down into a different type of matter. This new matter is then washed away by the rain. Acid rain is a type of pollution. It forms when smoke from automobiles and factories mixes with water in clouds.
+Acid rain is a type of pollution. It forms when automobiles and factories release smoke containing sulfur or nitrogen. Some of these chemicals react with water in the atmosphere. The reaction forms droplets of water that can fall back to the ground as acid rain.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Cooking is caused by heating. But acid rain weathering a marble statue is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which word would you find on a dictionary page with the following guide words?
+shadow - sprout | Choices: [site, stump] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since site is between the guide words shadow - sprout, it would be found on that page."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [""This morning, it said that Rachel Navarro won the mayoral election in Fairfax,"" Jack remarked to his sister., ""This morning, the newspaper said that Rachel Navarro won the mayoral election in Fairfax,"" Jack remarked to his sister.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.
+The first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the newspaper.
+""This morning, the newspaper said that Rachel Navarro won the mayoral election in Fairfax,"" Jack remarked to his sister."
+"Question: Which text uses the word literally in its traditional sense? | Choices: [The curry that the chef prepared was so spicy that Seth's mouth was literally on fire by the time he finished his meal., The curry that the chef prepared was so spicy that Seth literally had to drink three glasses of milk to ease the pain.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses literally in its traditional sense: in a factual, non-exaggerated way.
+The curry that the chef prepared was so spicy that Seth literally had to drink three glasses of milk to ease the pain.
+The second text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). Seth's mouth may be in pain, but it is not actually on fire.
+The curry that the chef prepared was so spicy that Seth's mouth was literally on fire by the time he finished his meal.
+Most style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect."
+"Question: What information supports the conclusion that Jackie acquired this trait? | Choices: [Jackie can fly a plane on cloudy days and at night., A pilot taught Jackie how to fly a plane., Jackie is in the Air Force. She flies a plane almost every day.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Jackie knows how to fly a plane."
+"Question: What does the verbal irony in this text suggest?
+""Someone had better turn on the heat,"" Isabelle said, sweat glistening on her face. | Choices: [The temperature was too warm., The temperature was just right.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Someone had better turn on the heat ironically suggests that the temperature was too warm. Isabelle did not think that more heat was needed; she was already sweating."
+"Question: What is the volume of a paper drinking cup? | Choices: [175 milliliters, 175 liters] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a paper drinking cup is 175 milliliters.
+175 liters is too much. | Hint: Select the better estimate."
+"Question: Which organ receives signals from the body's senses? | Choices: [skeleton, heart, stomach, brain] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Human organs and their functions | Lecture: nan | Solution: nan"
+"Question: What is the source of the allusion in the sentence below?
+Fans debated whether their team would rise from the ashes. | Choices: [U.S. history, Greek mythology] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion rise from the ashes is Greek mythology.
+In Greek mythology, a mythical bird called the phoenix lives for hundreds of years before bursting into flames at its death. However, it soon rises from its own ashes and is reborn.
+The allusion rise from the ashes means to come back after destruction or defeat."
+"Question: What is the source of the allusion in the sentence below?
+Jaylen spoke at the city council meeting, claiming the new recycling regulations were draconian. | Choices: [Greek history, a fairy tale] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion draconian is Greek history.
+Draco, a government official in seventh-century Athens, Greece, wrote a code of laws that called for severe punishments for even minor offenses.
+The allusion draconian means harsh."
+"Question: Which object has the most thermal energy? | Choices: [a 525-gram bath towel at a temperature of 4°C, a 525-gram bath towel at a temperature of 14°C, a 525-gram bath towel at a temperature of 9°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three bath towels have the same mass but different temperatures. Since the 14°C towel is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which word would you find on a dictionary page with the following guide words?
+weary - worm | Choices: [wail, why] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since why is between the guide words weary - worm, it would be found on that page."
+"Question: Which text uses the word can in its traditional sense? | Choices: [Janice can type using a keyboard with a QWERTY layout, but she prefers the Dvorak layout. The two keyboards have different arrangements of letters and symbols., If Janice prefers a keyboard with the Dvorak layout, she can use mine. In my opinion, it's faster than typing on a keyboard with a QWERTY layout.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses can in its traditional sense: to have the ability to.
+Janice can type using a keyboard with a QWERTY layout, but she prefers the Dvorak layout. The two keyboards have different arrangements of letters and symbols.
+The second text uses can in its nontraditional sense: to have permission to.
+If Janice prefers a keyboard with the Dvorak layout, she can use mine. In my opinion, it's faster than typing on a keyboard with a QWERTY layout.
+Most style guides recommend to use the traditional sense of the word can because it is considered more standard."
+"Question: Which figure of speech is used in this text?
+When Donald finally agreed to let his daughter adopt the stray dog, she responded with a smile that was a mile wide. | Choices: [paradox, hyperbole] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+A smile that was a mile wide is an exaggeration, since it is physically impossible to have a smile that is actually a mile wide."
+"Question: Which sentence states a fact? | Choices: [Atlanta is the capital of Georgia., Atlanta is too hot in the summer.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
+The flag of the United States has 13 stripes.
+This is a fact. It can be proved by looking at the flag and counting the number of stripes.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+The flag of the United States is easy to draw.
+This is an opinion. People may have different opinions about what makes a flag ""easy"" to draw. | Solution: The second sentence states a fact.
+Atlanta is the capital of Georgia.
+It can be proved by looking at a map of Georgia.
+The first sentence states an opinion.
+Atlanta is too hot in the summer.
+Too hot shows what a person believes, thinks, or feels. Another person might have a different opinion about how hot is too hot."
+"Question: How long is a bench? | Choices: [9 miles, 9 feet, 9 inches, 9 yards] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a bench is 9 feet.
+9 inches is too short. 9 yards and 9 miles are too long. | Hint: Select the best estimate."
+"Question: Which confirmation email message is more formal? | Choices: [Thank you for choosing to receive paperless bank statements., We're so happy you signed up to get your bank statements via email.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first confirmation email message is more formal. It uses more elevated language (choosing to receive). The other confirmation email message uses contractions and is more familiar (we're so happy)."
+"Question: Suppose Alec decides to join the Theater Club. Which result would be a cost? | Choices: [Alec will save some time. He would have spent more time in the Photography Club than in the Theater Club., Alec will give up the chance to be in the Photography Club. He would have had more fun in the Photography Club than in the Theater Club.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Alec wants or needs:
+Alec will give up the chance to be in the Photography Club. He would have had more fun in the Photography Club than in the Theater Club. | Hint: Alec is deciding whether to join the Photography Club or the Theater Club at school. He wants the club he joins to be fun. But he doesn't want it to take up too much time."
+"Question: Which text uses the word ironic in its traditional sense? | Choices: [Last winter, Simon took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week., Last winter, Simon took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses ironic in its traditional sense: contrary to what was intended, often in an amusing way. It's ironic because Simon tried to get away from the snow but found himself in a snowstorm regardless.
+Last winter, Simon took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week.
+The second text uses ironic in its nontraditional sense: marked by coincidence. It was a coincidence that Simon's friends were in Florida the week before.
+Last winter, Simon took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.
+Most style guides recommend to avoid using the nontraditional sense of the word ironic because it is generally considered incorrect."
+"Question: Which logical fallacy is used in the text?
+Don't ever get a ride from Tisha. Her brother has been driving for only six months, and he's already gotten three speeding tickets. | Choices: [guilt by association: a negative association intended to discredit someone or something, circular reasoning: an argument that supports a claim with the claim itself] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Tisha must be a reckless driver, because her brother is a reckless driver. However, even though Tisha's brother is reckless, that doesn't necessarily mean that Tisha is, too. This illustrates a type of logical fallacy known as guilt by association."
+"Question: Would you find the word darn on a dictionary page with the following guide words?
+deserve - dog | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since darn is not between the guide words deserve - dog, it would not be found on that page."
+"Question: What information supports the conclusion that Kristen acquired this trait? | Choices: [Kristen's scar is on her right elbow. Her father also has a scar on his right elbow., Kristen's sister has a bruise from falling on her elbow., Kristen's scar was caused by an accident. She cut her arm when she fell off her bicycle.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Kristen has a scar on her right elbow."
+"Question: What information supports the conclusion that Lauren inherited this trait? | Choices: [Lauren has green eyes like her biological mother., Lauren and her biological father wear sunglasses when they go outside., Lauren's neighbor has green eyes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Lauren has green eyes."
+"Question: Is this a run-on sentence?
+The octopus is often considered to be the most intelligent invertebrate and a master of disguise; it can instantly match the colors and textures of its environment to hide from predators. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.
+The octopus is often considered to be the most intelligent invertebrate and a master of disguise; it can instantly match the colors and textures of its environment to hide from predators."
+"Question: Which sentence is more formal? | Choices: [Sarah Newton is an ace reporter, so it was not surprising that she was nominated for an award., Sarah Newton is an excellent reporter, so it came as no surprise when her work was nominated for an award.] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The second sentence is less formal. You can tell because it uses slang (ace).
+The first sentence uses formal language in place of the slang, so it is more formal overall."
+"Question: What does this Works Cited entry indicate about the cited work?
+White, Julia. ""In My Proud Moments."" Spread My Soul. Ed. L. Noel Harvey. Santa Fe: Inhstudio, 2002. 38. Print. | Choices: [It has two authors., It is an online source., It was published in Santa Fe.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: reference-skills | Skill: Understand a Works Cited entry (MLA 7th edition) | Lecture: When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.
+Below are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.
+Books:
+Format | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.
+Example | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.
+Essays, short stories, or poems in an anthology or book:
+Format | Author(s). ""Essay, Poem, or Short Story Title."" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.
+Example | James, Henry. ""The Middle Years."" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.
+Magazine and newspaper articles:
+Format | Author(s). ""Article Title."" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.
+Example | Hayes, David J., and James H. Stock. ""The Real Cost of Coal."" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.
+Journal articles:
+Format | Author(s). ""Article Title."" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.
+Example | Gillette, Jane, et al. ""Human Simulations of Vocabulary Learning."" Cognition 73.2 (1999): 135-176. Print.
+Web pages:
+Format | Author(s). ""Page Title."" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.
+Example | Gunn, Janelle P., and Lauren E. Owens. ""How to Slash Sodium from Your Diet."" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.
+Additional guidelines:
+Author Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by ""et al.,"" which stands for and others (e.g., Smith, Jane, et al.).
+Medium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are ""Print"" and ""Web,"" but other possibilities include ""Film,"" ""E-mail,"" and ""Lecture."" Whenever the Medium of Publication is ""Web,"" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.
+Editors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. ""Ed."" stands for edited by. ""Trans."" stands for translated by.
+Missing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation ""n. pag."" is used instead. If a work has no available publication date, the abbreviation ""n.d."" is used instead. If a work has no available publisher or no available city of publication, the abbreviation ""n.p."" is used instead.
+ | Solution: Look closely at the Works Cited entry:
+White, Julia. ""In My Proud Moments."" Spread My Soul. Ed. L. Noel Harvey. Santa Fe: Inhstudio, 2002. 38. Print.
+You can tell that the cited work was published in Santa Fe by looking at the place of publication, which appears before the publisher name."
+"Question: What does the euphemism in this text suggest?
+Bridgette is between jobs right now, so she's selling some of her old jewelry to help pay the bills. | Choices: [Bridgette is working two different jobs., Bridgette is unemployed.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Interpret the figure of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The euphemism between jobs means that Bridgette is unemployed."
+"Question: Select the one true statement. | Choices: [The cell membrane directs cell activities by sending instructions to different parts of a plant cell., In plant cells, chromosomes contain the master plan for cell activities and cell development., In plant cells, the vacuoles contain the master plan for cell activities and cell development.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Compare cells and cell parts | Lecture: nan | Solution: nan"
+"Question: Is the following statement true or false?
+Animal cells do not have mitochondria. | Choices: [false, true] | Task: true-or false | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Cell part functions: true or false | Lecture: nan | Solution: Animal cells do not have mitochondria.
+This statement is false. Not all cells have mitochondria, but most plant and animal cells have them."
+"Question: Complete the sentence so that it uses personification.
+Last year spring was () and warmer weather didn't begin until April. | Choices: [unseasonably cool, timid] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word timid. It describes spring as if it were a person who is shy."
+"Question: Which memo to a manager is more formal? | Choices: [Please find attached my quarterly report., I've attached that report that I do every quarter.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first memo to a manager is more formal. It uses more impersonal and elevated language (please find attached). The other memo to a manager uses a contraction (I've) and sounds more conversational."
+"Question: Look at the word. Does it have a closed syllable or an open syllable?
+shelf | Choices: [open, closed] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: word-study | Skill: Is the syllable open or closed? | Lecture: Words are made up of syllables. Two kinds of syllables are closed and open.
+A closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.
+desk: short e
+kit / ten: short i / short e
+An open syllable ends with one vowel. It usually has a long vowel sound.
+go: long o
+he / ro: long e / long o
+Some open syllables end with y. The y makes a long e sound or a long i sound.
+sky: long i
+ba / by: long a / long e | Solution: The word shelf ends with a consonant and has a short vowel sound. So, it has a closed syllable."
+"Question: Select the one animal that has all of the fish traits listed above. | Choices: [Great crested newts have moist brown skin with black spots. Adult great crested newts mostly live on land, but young newts live underwater. Great crested newt eggs do not have shells. The female newts wrap their eggs in leaves for protection., Common clownfish are marine animals that have fins. They lay eggs with no shells. Many clownfish live within the tentacles of animals called anemones. The clownfish keeps the anemone healthy, while the anemone protects the clownfish from its predators.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Fish have the following traits:
+They have fins, not limbs.
+They make eggs with no shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A great crested newt has the following traits:
+It spends part of its life in water and part on land.
+It has moist skin.
+It makes eggs with no shells.
+A great crested newt does not have all of the traits of a fish. A great crested newt is an amphibian.
+A common clownfish has the following traits:
+It has fins, not limbs.
+It makes eggs with no shells.
+A common clownfish has the traits of a fish. A common clownfish is a fish. | Hint: Fish are a group of animals with similar traits. The following traits can be used to identify fish:
+They have fins, not limbs.
+They make eggs with no shells. Observe the animals and read the descriptions."
+"Question: Using only these supplies, which question can Nora investigate with an experiment? | Choices: [Do round rocks or flat rocks skip more times when thrown across the river?, Do small rocks or large rocks skip more times when thrown across the river?, Do rocks skip more times when thrown across a river or across a pond?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Nora likes to skip rocks at the river. She notices that some of the rocks she throws skip off the surface of the water many times, while others skip once and then sink. She wonders what factors affect how well rocks skip on the water. So, she decides to design an experiment. She has the following supplies available:
+10 small flat rocks
+10 large flat rocks
+access to the river by her school"
+"Question: Select the mixture. | Choices: [fruit punch, carbon] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Identify mixtures | Lecture: A pure substance is made of only one type of matter.
+A mixture is made of two or more types of matter mixed together. | Solution: nan"
+"Question: Using only these supplies, which question can Madelyn investigate with an experiment? | Choices: [Does milk chocolate or dark chocolate melt faster when heated on the stove?, Does milk chocolate melt faster when heated in a microwave or on a stove?, Does dark chocolate or white chocolate melt faster when heated on the stove?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Madelyn leaves some chocolates in her jacket pocket. When she finds the chocolates later, she notices that some of them have melted. She wonders what factors affect how quickly chocolate melts. So, she decides to design an experiment. She has the following supplies available:
+one bar of milk chocolate
+one bar of dark chocolate
+a stove
+a pot"
+"Question: What does the simile in this text suggest?
+Samantha rubbed coconut oil on her hands, which were like the parched earth during a drought. | Choices: [Samantha's hands were dry and cracked., Samantha was baking something.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night. | Solution: The text includes a simile, using like or as to compare two things that are not actually alike.
+The simile like the parched earth during a drought suggests that Samantha's hands were dry and cracked. A drought is a period without rain; the ground during a drought can become hard and cracked."
+"Question: Which sentence uses a simile? | Choices: [The running children are a stampede of horses., The children ran by like a stampede of horses.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: This sentence uses a simile:
+The children ran by like a stampede of horses.
+The words children and stampede are compared using the word like.
+This sentence uses a metaphor:
+The running children are a stampede of horses.
+The words children and stampede are compared without the word like or as."
+"Question: What kind of sentence is this?
+Mackenzie gave me flowers for no reason. | Choices: [declarative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, and it ends with a period. It is a declarative sentence."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Mr. keller,, Dear Mr. Keller,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Mr. Keller is capitalized because it is a proper noun."
+"Question: Which word would you find on a dictionary page with the following guide words?
+speed - sworn | Choices: [step, sank] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since step is between the guide words speed - sworn, it would be found on that page."
+"Question: Which is the most flexible? | Choices: [paper, ceramic tea cup, clay tile] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Flexible is a property. A flexible material can be bent without breaking easily.
+Look at each picture, one at a time. Imagine bending the material shown in each picture.
+Of the choices, the paper is the most flexible. If you fold a piece of paper, it will not break."
+"Question: Which text uses the word literally in its traditional sense? | Choices: [The curry that the chef prepared was so spicy that Mitchell literally had to drink three glasses of milk to ease the pain., The curry that the chef prepared was so spicy that Mitchell's mouth was literally on fire by the time he finished his meal.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses literally in its traditional sense: in a factual, non-exaggerated way.
+The curry that the chef prepared was so spicy that Mitchell literally had to drink three glasses of milk to ease the pain.
+The second text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). Mitchell's mouth may be in pain, but it is not actually on fire.
+The curry that the chef prepared was so spicy that Mitchell's mouth was literally on fire by the time he finished his meal.
+Most style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect."
+"Question: Would you find the word engine on a dictionary page with the following guide words?
+eighty - expert | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since engine is between the guide words eighty - expert, it would be found on that page."
+"Question: Based on this information, what is Wishbone's phenotype for the fur texture trait? | Choices: [soft fur, ff] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Wishbone's observable version of the fur texture trait is soft fur. So, Wishbone's phenotype for the fur texture trait is soft fur. | Hint: In a group of dachshund dogs, some individuals have rough fur and others have soft fur. In this group, the gene for the fur texture trait has two alleles. The allele F is for rough fur, and the allele f is for soft fur.
+Wishbone, a dachshund dog from this group, has soft fur. Wishbone has two alleles for soft fur."
+"Question: Which tense does the sentence use?
+Evelyn will sweep the sidewalk in front of her store. | Choices: [present tense, past tense, future tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, sweep. The verb tells you about something that is going to happen."
+"Question: Is this a run-on sentence?
+Overcome with joy, Mrs. McBride told her husband the exciting news about her promotion. | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.
+Overcome with joy, Mrs. McBride told her husband the exciting news about her promotion."
+"Question: Which of the following is an example of technologies? | Choices: [a compass to show direction, a hurricane that damages homes] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: world-history | Skill: Science and technology in early China | Lecture: nan | Solution: nan | Hint: People in early China invented many new types of technologies. Today, the word ""technology"" often refers to electronic objects such as computers and cell phones. But technology can be any device or object that helps people solve problems or complete tasks more easily."
+"Question: Using only these supplies, which question can Brian investigate with an experiment? | Choices: [Does a certain kind of tomato plant grow taller when planted in a clay pot or in a plastic pot?, Which type of soil will cause a certain kind of tomato plant to grow the most fruit?, Which of the three types of tomato seeds sprouts the fastest?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Brian and his classmates are growing tomato plants in the school garden. He wonders what factors affect how tomato plants grow. So, he decides to design an experiment. He has the following supplies available:
+three different types of tomato seeds
+one bag of potting soil
+five identical clay pots
+water"
+"Question: What do these two changes have in common?
+baking an apple pie
+water evaporating from a puddle | Choices: [Both are chemical changes., Both are caused by heating., Both are only physical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Baking an apple pie is a chemical change. The type of matter in the pie changes. The apples become soft, and the crust turns brown.
+Water evaporating from a puddle is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Water evaporating is a physical change. But baking a pie is not.
+Both are chemical changes.
+Baking a pie is a chemical change. But water evaporating from a puddle is not.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Select the action that doesn't belong. | Choices: [edit, rewrite, multiply, write] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: vocabulary | Skill: Select the words that don't belong | Lecture: nan | Solution: Multiply doesn't belong.
+Rewrite, edit, and write all name things you do while writing."
+"Question: Which word would you find on a dictionary page with the following guide words?
+variety - visible | Choices: [voyage, veil] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since veil is between the guide words variety - visible, it would be found on that page."
+"Question: Which sentence states a fact? | Choices: [Tomatoes can be red, pink, yellow, purple, white, or black., Red tomatoes taste better when they are cooked.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The first sentence states a fact.
+Tomatoes can be red, pink, yellow, purple, white, or black.
+It can be proved by checking a website about tomatoes.
+The second sentence states an opinion.
+Red tomatoes taste better when they are cooked.
+Better shows what a person believes, thinks, or feels. Another person might have a different opinion about whether cooked red tomatoes taste better."
+"Question: Complete the sentence so that it uses personification.
+I felt like my fate was () when I broke my arm right before the biggest game of the season. | Choices: [scheming against me, disastrous] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the phrase scheming against me. It describes fate as if it were a person who is trying to make me fail."
+"Question: What does the idiom in this text suggest?
+Molly submitted her suggestions to Eddie; now the ball is in his court. | Choices: [Eddie feels like playing or relaxing, not working., Eddie needs to act next.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Interpret the figure of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom the ball is in his court suggests that Eddie needs to act next. In tennis, when the ball is in a player's court, it is that person's turn."
+"Question: Would you find the word tie on a dictionary page with the following guide words?
+thrift - tug | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since tie is between the guide words thrift - tug, it would be found on that page."
+"Question: Using only these supplies, which question can Miranda investigate with an experiment? | Choices: [Does a rubber inner tube sled or a plastic sled go faster down a hill?, Does a plastic sled or a wooden sled go down a hill faster?, Does a rubber inner tube sled go faster down a small hill or down a big hill?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Miranda is sledding with her friends. She notices that some of them go faster down the sledding hill. She wonders what factors affect sledding speed. So, she decides to design an experiment. She has the following supplies available:
+access to a small snow-covered hill at the park
+a small plastic sled
+a large plastic sled
+a rubber inner tube sled
+a stopwatch"
+"Question: Which sentence uses a metaphor? | Choices: [Mr. Smith's long legs were sunflower stalks., Mr. Smith's legs were as long as sunflower stalks.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: This sentence uses a metaphor:
+Mr. Smith's long legs were sunflower stalks.
+The words legs and sunflower stalks are compared without the word like or as.
+This sentence uses a simile:
+Mr. Smith's legs were as long as sunflower stalks.
+The words legs and sunflower stalks are compared using the word as."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Kyle,, Dear kyle,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Kyle is capitalized because it is a proper noun."
+"Question: Which plate of spaghetti has a higher temperature? | Choices: [the plate of spaghetti with more thermal energy, the plate of spaghetti with less thermal energy] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two plates of spaghetti are made of the same material and have the same mass. So, the plate of spaghetti with more thermal energy has a higher temperature. | Hint: Two plates of spaghetti are identical except for their thermal energies."
+"Question: Would you find the word regiment on a dictionary page with the following guide words?
+rake - rogue | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since regiment is between the guide words rake - rogue, it would be found on that page."
+"Question: What is the mass of a full box of cereal? | Choices: [470 grams, 470 kilograms] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a full box of cereal is 470 grams.
+470 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: Does this passage describe the weather or the climate?
+Morning clouds usually clear up by noon where Kimi lives. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Morning clouds usually clear up by noon where Kimi lives.
+This passage tells you about the usual pattern of clouds where Kimi lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Complete the sentence.
+Using a large magnet to remove pieces of iron from a junkyard is a (). | Choices: [physical change, chemical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Using a large magnet to remove pieces of iron from a junkyard is a physical change. Both the iron and the magnet are still made of the same type of matter as before."
+"Question: What is the mass of a fire truck? | Choices: [20 ounces, 20 pounds, 20 tons] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a fire truck is 20 tons.
+20 ounces and 20 pounds are both too light. | Hint: Select the best estimate."
+"Question: Which drop of dish soap has a higher temperature? | Choices: [the drop of dish soap with more thermal energy, the drop of dish soap with less thermal energy] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two drops of dish soap are made of the same material and have the same mass. So, the drop of dish soap with more thermal energy has a higher temperature. | Hint: Two drops of dish soap are identical except for their thermal energies."
+"Question: Is this a run-on sentence?
+When a dog wags its tail, it doesn't always mean the dog is happy or friendly, a wag that is slow and restrained may convey a warning to ""back off."" | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is a run-on sentence. It is a comma splice formed from two sentences run together, joined by just a comma.
+When a dog wags its tail, it doesn't always mean the dog is happy or friendly, a wag that is slow and restrained may convey a warning to ""back off.""
+Here is one way to fix the run-on sentence:
+When a dog wags its tail, it doesn't always mean the dog is happy or friendly. A wag that is slow and restrained may convey a warning to ""back off."""
+"Question: Based on this information, what is this bitter melon plant's genotype for the seed color gene? | Choices: [dark brown seeds, DD] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. The bitter melon plant has two alleles for dark brown seeds (D). So, the plant's genotype for the seed color gene is DD. | Hint: In a group of bitter melon plants, some individuals have dark brown seeds and others have light brown seeds. In this group, the gene for the seed color trait has two alleles. The allele D is for dark brown seeds, and the allele d is for light brown seeds.
+A certain bitter melon plant from this group has dark brown seeds. This plant has two alleles for dark brown seeds."
+"Question: Which figure of speech is used in this text?
+""This box weighs a ton!"" Scott panted. ""Irma, would you mind helping me carry it up the stairs?"" | Choices: [chiasmus, hyperbole] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+A ton is an exaggeration, since it would be impossible for one or two people to carry a box that weighed a ton, or 2000 pounds."
+"Question: Answer the riddle.
+I am white.
+You can drink me.
+I come from a cow.
+What am I? | Choices: [a calf, milk] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: vocabulary | Skill: What am I? | Lecture: nan | Solution: Milk is white.
+You can drink milk.
+Milk comes from a cow."
+"Question: Suppose Layla decides to plant the eucalyptus tree. Which result would be a cost? | Choices: [The eucalyptus tree will use up more space than the hydrangeas would have used up., Layla will get to look at the eucalyptus tree. She thinks it will look more beautiful than the hydrangeas would have looked.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Layla wants or needs:
+The eucalyptus tree will use up more space than the hydrangeas would have used up. | Hint: Layla is deciding whether to plant hydrangeas or a eucalyptus tree in her backyard. She wants to make her backyard more beautiful. But she also wants to leave space for doing fun things."
+"Question: Which figure of speech is used in this text?
+It's an open secret that Steven is writing a book based on his experiences living in Singapore. He never talks about it, but almost all his friends know. | Choices: [oxymoron, euphemism] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Open secret is a contradiction, because open describes something that is freely or publicly known, and a secret is hidden."
+"Question: Which sentence is more formal? | Choices: [In 2012, SpaceX made a splash by becoming the first private company to dock a spacecraft at the International Space Station., In 2012, SpaceX drew a great deal of attention by becoming the first private company to dock a spacecraft at the International Space Station.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The second sentence is less formal. You can tell because it uses an idiom (made a splash).
+The first sentence uses formal language in place of the idiom, so it is more formal overall."
+"Question: What is the mass of a guitar? | Choices: [8 tons, 8 ounces, 8 pounds] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a guitar is 8 pounds.
+8 ounces is too light and 8 tons is too heavy. | Hint: Select the best estimate."
+"Question: Based on this information, what is this plant's phenotype for the pod shape trait? | Choices: [constricted pods, inflated pods] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine the pea plant's phenotype for the pod shape trait. First, consider the alleles in the plant's genotype for the pod shape gene. Then, decide whether these alleles are dominant or recessive.
+The allele for inflated pods (D) is dominant over the allele for constricted pods (d). This means D is a dominant allele, and d is a recessive allele.
+The pea plant's genotype of Dd has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the pea plant's phenotype for the pod shape trait must be inflated pods. | Hint: This passage describes the pod shape trait in pea plants:
+
+In a group of pea plants, some individuals have inflated pods and others have constricted pods. In this group, the gene for the pod shape trait has two alleles. The allele for inflated pods (D) is dominant over the allele for constricted pods (d).
+A certain pea plant from this group has the heterozygous genotype Dd for the pod shape gene."
+"Question: Which correctly shows the title of a movie? | Choices: [The Fox and the Hound, the Fox and the hound] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The words and and the are not important, so they should not be capitalized.
+The correct title is The Fox and the Hound."
+"Question: What is the mass of an eraser? | Choices: [46 grams, 46 kilograms] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of an eraser is 46 grams.
+46 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: Which figure of speech is used in this text?
+All the cars at McCoy's Auto Dealership are certified pre-owned. Although they all seem to be in good condition, I think I'd prefer to buy a new car. | Choices: [euphemism, hyperbole] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Pre-owned is an indirect way of saying used."
+"Question: Using only these supplies, which question can Riley investigate with an experiment? | Choices: [Do rocks skip more times when thrown across a river or across a pond?, Do round rocks or flat rocks skip more times when thrown across the river?, Do small rocks or large rocks skip more times when thrown across the river?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Riley likes to skip rocks at the river. She notices that some of the rocks she throws skip off the surface of the water many times, while others skip once and then sink. She wonders what factors affect how well rocks skip on the water. So, she decides to design an experiment. She has the following supplies available:
+10 small flat rocks
+10 large flat rocks
+access to the river by her school"
+"Question: Last year, canvas shoes were in style. This year, all the fashion magazines are showing leather shoes. What will probably happen to the overall supply of leather shoes over the next year? | Choices: [The supply will probably go up., The supply will probably go down.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Producers know that consumers like to buy goods that are in style. They expect that leather shoes will be in style this year. So, there is an expected change in demand for leather shoes. Producers want to sell as many pairs of leather shoes as they can. So, the supply of leather shoes will probably go up."
+"Question: Which figure of speech is used in this text?
+I've heard that Shawna & Co. is downsizing, so I'm happy to see that their store in downtown Greenville will remain open for now. | Choices: [hyperbole, euphemism] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Downsizing is an indirect way of saying that the company is planning on firing employees, closing shops or branches, and/or reducing its budget."
+"Question: Look at the word. Does it have a closed syllable or an open syllable?
+go | Choices: [open, closed] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: word-study | Skill: Is the syllable open or closed? | Lecture: Words are made up of syllables. Two kinds of syllables are closed and open.
+A closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.
+desk: short e
+kit / ten: short i / short e
+An open syllable ends with one vowel. It usually has a long vowel sound.
+go: long o
+he / ro: long e / long o
+Some open syllables end with y. The y makes a long e sound or a long i sound.
+sky: long i
+ba / by: long a / long e | Solution: The word go ends with a vowel and has a long vowel sound. So, it has an open syllable."
+"Question: What is the mass of an apple? | Choices: [85 kilograms, 85 grams] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of an apple is 85 grams.
+85 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Ron's brother wasn't feeling well, so Ron had to stay home with him., Ron had to stay home with his brother because he wasn't feeling well.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun he could refer to Ron or his brother.
+Ron had to stay home with his brother because he wasn't feeling well.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Ron's brother wasn't feeling well, so Ron had to stay home with him."
+"Question: Which word would you find on a dictionary page with the following guide words?
+ceiling - claim | Choices: [car, chick] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since chick is between the guide words ceiling - claim, it would be found on that page."
+"Question: What information supports the conclusion that Latrell acquired this trait? | Choices: [Latrell learned how to knit in an after school program., Latrell knits sweaters using cotton, wool, and other types of yarn.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Latrell knows how to knit sweaters."
+"Question: Using only these supplies, which question can Luna investigate with an experiment? | Choices: [Will eight ounces of carbonated water or eight ounces of tap water get warmer when placed in a jar in the sun?, When placed in the sun, will eight ounces of water in a closed jar or eight ounces of water in an open jar get warmer?, When placed in the sun, will eight ounces of water in a glass jar or eight ounces of water in a plastic cup get warmer?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Luna leaves a glass jar of cold tea outside in full sunlight. When she goes to get it, she notices that the tea is warm. She wonders what factors affect how warm a liquid gets from sitting in the sunlight. So, she decides to design an experiment. She has the following supplies available:
+two identical glass jars
+two jar lids
+tap water
+a measuring cup
+two thermometers"
+"Question: What information supports the conclusion that Bruce acquired this trait? | Choices: [Bruce is most interested in plant biology., Bruce learned biology by doing experiments.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Bruce knows a lot about biology."
+"Question: Which is a compound sentence? | Choices: [The barber and his brother opened their shop in Harlem more than thirty years ago., Hazel dislikes radishes, so she always orders her salad without them.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction so.
+Hazel dislikes radishes, so she always orders her salad without them."
+"Question: Is the following trait inherited or acquired?
+Judith is good at cooking. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to cook. Instead, many people learn how to cook. So, cooking is an acquired trait. | Hint: Hint: Cooking well takes practice."
+"Question: Which figure of speech is used in this text?
+The city of Richmond is currently experiencing a minor crisis. Its sanitation workers are on strike, and the garbage is piling up in the streets. | Choices: [paradox, oxymoron] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Minor crisis is a contradiction, because minor means small or insignificant, and a crisis is a large problem."
+"Question: Based on this information, what is this pea plant's genotype for the pod color gene? | Choices: [Dd, green pods] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. The pea plant has one allele for green pods (D) and one allele for yellow pods (d). So, the plant's genotype for the pod color gene is Dd. | Hint: In a group of pea plants, some individuals have green pods and others have yellow pods. In this group, the gene for the pod color trait has two alleles. The allele D is for green pods, and the allele d is for yellow pods.
+A certain pea plant from this group has green pods. This plant has one allele for green pods and one allele for yellow pods."
+"Question: Select the temperature shown by this thermometer. | Choices: [85°F, 55°F, 50°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Read a thermometer | Lecture: A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is °.
+Some thermometers measure temperature in degrees Fahrenheit (°F). Fahrenheit is one scale used to measure temperature.
+This is a tube thermometer. It has a tube filled with a red liquid.
+There is a Fahrenheit scale along the right side of the tube. The top of the red liquid lines up with the number 80 on the scale. So, the temperature shown by this thermometer is 80°F. | Solution: Find the top of the red liquid.
+Now look at the scale to the right. The top of the red liquid is halfway between 80 and 90. So, the temperature is 85°F."
+"Question: Which figure of speech is used in this text?
+I would remind you that extremism in the defense of liberty is no vice. And let me remind you also that moderation in the pursuit of justice is no virtue.
+—Barry Goldwater, in his acceptance speech at the 1964 Republican National Convention | Choices: [antithesis, chiasmus] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses antithesis, the contrasting of opposing ideas within a parallel grammatical structure.
+Goldwater contrasts two parallel clauses, extremism in the defense of liberty is no vice and moderation in the pursuit of justice is no virtue."
+"Question: Select the one substance that is not a rock. | Choices: [Diorite is a solid. It is not made by living things., A peach pit is made by a living thing. It is not a pure substance., Granite is a solid. It is not a pure substance.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify rocks using properties | Lecture: Rocks are made of minerals. Here are some properties of rocks:
+They are solid.
+They are formed in nature.
+They are not made by living things.
+They are not pure substances. | Solution: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.
+Granite is a rock.
+A peach pit is made by a living thing. But rocks are not made by living things.
+So, a peach pit is not a rock.
+Diorite is a rock."
+"Question: What do these two changes have in common?
+cooking a pancake
+salt and vinegar removing tarnish from a penny | Choices: [Both are caused by cooling., Both are only physical changes., Both are caused by heating., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Cooking a pancake is a chemical change. Pancakes are made from pancake batter. A cooked pancake is a different type of matter than pancake batter. Pancake batter is wet and slippery. Cooked pancakes are fluffy and can be good to eat!
+Salt and vinegar removing tarnish from a penny is a chemical change. The salt and vinegar change the tarnish into a different type of matter that can be easily wiped away. This makes the penny look shiny again.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Cooking is caused by heating. But salt and vinegar removing tarnish from a penny is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Tucker,, dear Tucker,] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Tucker is capitalized because it is a proper noun."
+"Question: What does the verbal irony in this text suggest?
+After a jog around the block, Helen collapsed on the couch and declared with a wheeze, ""Well, I'm ready to run a marathon."" | Choices: [Helen was out of shape., Helen felt full of energy.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Ready to run a marathon ironically suggests that Helen was out of shape. She was actually far from ready to run a marathon."
+"Question: Which closing is correct for a letter? | Choices: [Your niece,
+Carla, your niece,
+Carla] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: What is the mass of a floor lamp? | Choices: [3 kilograms, 3 grams] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a floor lamp is 3 kilograms.
+3 grams is too light. | Hint: Select the better estimate."
+"Question: Complete the sentence.
+Mixing sand and water is a (). | Choices: [physical change, chemical change] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two ways matter can change.
+In a chemical change, the type of matter changes.
+Burning a piece of paper is a chemical change. The paper changes into ash and smoke.
+In a physical change, the type of matter stays the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+Ice melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. | Solution: Mixing sand and water is a physical change. Adding water makes the sand wet. But both the sand and water are still made of the same type of matter as before."
+"Question: What do these two changes have in common?
+chicken cooking in an oven
+baking an apple pie | Choices: [Both are caused by cooling., Both are caused by heating., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Cooking chicken is a chemical change. The heat causes the matter in the chicken to change. Cooked chicken and raw chicken are different types of matter.
+Baking an apple pie is a chemical change. The type of matter in the pie changes when it is baked. The crust turns brown, and the apples become soft.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Select the one true statement. | Choices: [Chromosomes break down sugar to release energy that an animal cell can use., The nucleus directs a plant cell's activities by sending instructions to different parts of the cell., Chloroplasts direct cell activities by sending instructions to different parts of a plant cell.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Compare cells and cell parts | Lecture: nan | Solution: nan"
+"Question: Which word would you find on a dictionary page with the following guide words?
+shatter - stagger | Choices: [slight, sandwich] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since slight is between the guide words shatter - stagger, it would be found on that page."
+"Question: Marco starts to pull the wagon across the yard. To move the wagon at the same speed each time, which friend does Marco need to pull with a larger force? | Choices: [a friend who weighs 28 pounds, a friend who weighs 35 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the friend who is heavier.
+A friend who weighs 35 pounds is heavier than a friend who weighs 28 pounds. So, to move the wagon at the same speed each time, Marco needs to use a larger force to start moving the wagon with a friend who weighs 35 pounds. | Hint: Marco gives two friends a ride in his wagon. One friend sits in the wagon at a time."
+"Question: Does this passage describe the weather or the climate?
+The sky is clear today. So, Erik thinks the air pressure must be high. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+The sky is clear today. So, Erik thinks the air pressure must be high.
+Air pressure is caused by the weight of the air in the atmosphere. When the air pressure is high, the sky is usually clear.
+This passage tells you about the air pressure right now where Erik is. It describes the atmosphere at a certain place and time. So, this passage describes the weather."
+"Question: Which figure of speech is used in this text?
+After Brianna cooked and served a scrumptious dinner, Dad boasted that she is the Julia Child of our family. | Choices: [allusion, simile] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+Julia Child alludes to the famous chef who is known for popularizing French cuisine in the United States."
+"Question: Which logical fallacy is used in the text?
+Michelle has no school spirit—she never comes to any of our football games. | Choices: [false dichotomy: an argument that presents only two choices when more options exist, ad hominem: a personal attack against one's opponent] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Michelle doesn't have school spirit, because she doesn't go to football games. However, there may be a number of reasons why Michelle doesn't go to football games. This illustrates a type of logical fallacy known as a false dichotomy."
+"Question: Which tense does the sentence use?
+Emmet carefully spelled the word aloud. | Choices: [past tense, future tense, present tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, spelled. The verb ends in -ed and tells you about something that has already happened."
+"Question: Which logical fallacy is used in the text?
+I won't even bother to respond to Isaiah's comment on my op-ed. His profile picture is a duck wearing a top hat—he's clearly incapable of thoughtful debate. | Choices: [ad hominem: an attack against the person making the argument, rather than the argument itself, circular reasoning: an argument that supports a claim with the claim itself, bandwagon fallacy: the assumption that the popular choice is automatically correct] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Isaiah's comment should not be taken seriously because he has a silly profile picture. This is a personal attack that isn't relevant to whether his comment is valid. This illustrates a type of logical fallacy known as ad hominem."
+"Question: Which is the most flexible? | Choices: [bone, glass jar, rubber band] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Flexible is a property. A flexible material can be bent without breaking easily.
+Look at each picture, one at a time. Imagine bending the material shown in each picture.
+Of the choices, the rubber band is the most flexible. If you bend rubber, it will not break."
+"Question: How long is a bench? | Choices: [4 millimeters, 4 centimeters, 4 meters, 4 kilometers] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a bench is 4 meters.
+4 millimeters and 4 centimeters are too short. 4 kilometers is too long. | Hint: Select the best estimate."
+"Question: Is the following statement true or false?
+Animal cells do not have chloroplasts. | Choices: [false, true] | Task: true-or false | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Cell part functions: true or false | Lecture: nan | Solution: Animal cells do not have chloroplasts.
+This statement is true. Plant cells have chloroplasts, but animal cells do not. Chloroplasts help plant cells make their own food. This food is a type of sugar called glucose. Animal cells cannot make their own food."
+"Question: Select the one true statement. | Choices: [In an animal cell, the mitochondria contain the master plan for cell activities and cell development., Chloroplasts store nutrients, water, and waste in a plant cell., The nucleus of an animal cell has chromosomes.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Compare cells and cell parts | Lecture: nan | Solution: nan"
+"Question: Would you find the word service on a dictionary page with the following guide words?
+silver - sore | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since service is not between the guide words silver - sore, it would not be found on that page."
+"Question: Would you find the word mole on a dictionary page with the following guide words?
+mission - mumble | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since mole is between the guide words mission - mumble, it would be found on that page."
+"Question: Complete the sentence so that it uses personification.
+""I can't believe I tripped,"" Austin remarked. ""The curb must have ()"". | Choices: [jumped out in front of me, been higher than I thought] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the phrase jumped out in front of me. It describes the curb as if it were a mischievous, unpredictable person."
+"Question: What information supports the conclusion that Jayce acquired this trait? | Choices: [Jayce is most interested in American history., Jayce learned history by reading.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Jayce knows a lot about history."
+"Question: Based on this information, what is Peanut's phenotype for the body hair trait? | Choices: [a hairy body, a hairless body] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine Peanut's phenotype for the body hair trait. First, consider the alleles in Peanut's genotype for the body hair gene. Then, decide whether these alleles are dominant or recessive.
+The allele for a hairless body (b) is recessive to the allele for a hairy body (B). This means B is a dominant allele, and b is a recessive allele.
+Peanut's genotype of Bb has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Peanut's phenotype for the body hair trait must be a hairy body. | Hint: In a group of deer mice, some individuals have a hairy body and others have a hairless body. In this group, the gene for the body hair trait has two alleles. The allele for a hairless body (b) is recessive to the allele for a hairy body (B).
+Peanut is a deer mouse from this group. Peanut has the heterozygous genotype Bb for the body hair gene."
+"Question: Select the animal that has a backbone. | Choices: [comet moth, squirrel] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A comet moth is an insect. Like other insects, a comet moth does not have a backbone. It has a hard outer cover.
+A squirrel is a mammal. Like other mammals, a squirrel has a backbone. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones."
+"Question: Suppose Doug decides to borrow the book from the library. Which result would be a cost? | Choices: [Doug will save some money by not buying the book., Doug will give up the chance to keep the book as long as he wants.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Doug wants or needs:
+Doug will give up the chance to keep the book as long as he wants. | Hint: Doug is deciding whether to buy a copy of a book or borrow it from the library. He would like to be able to keep the book as long as he wants, but buying the book would cost money. He could borrow the book for free, but he would have to return it in a few weeks."
+"Question: Complete the sentence.
+Coal forming from dead plants is a (). | Choices: [physical change, chemical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Coal forming from dead plants is a chemical change. Over millions of years, the chemical bonds in the molecules of dead plants and animals are broken. The atoms link together to form molecules of a different type of matter called a fossil fuel."
+"Question: Which closing is correct for a letter? | Choices: [Your nephew,
+Donald, Your Nephew,
+Donald] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which excerpt from a lab report is more formal? | Choices: [We did this experiment so we could try and figure out how things like temperature and wind end up affecting transpiration., This experiment was conducted to show how variables such as temperature and wind affect transpiration.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first excerpt from a lab report is more formal. It uses more elevated language (was conducted, different variables). The other excerpt uses imprecise and conversational language (try and figure out, things like, end up)."
+"Question: What is the volume of a jar of baby food? | Choices: [6 fluid ounces, 6 cups, 6 gallons] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a jar of baby food is 6 fluid ounces.
+6 cups and 6 gallons are both too much. | Hint: Select the best estimate."
+"Question: Does the sentence use a simile or a metaphor?
+The sunburn was a fire that spread across my back. | Choices: [simile, metaphor] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: The sunburn was a fire that spread across my back.
+The words sunburn and fire are compared without the word like or as. So, the sentence uses a metaphor."
+"Question: Which word would you find on a dictionary page with the following guide words?
+lamb - lint | Choices: [lot, leg] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since leg is between the guide words lamb - lint, it would be found on that page."
+"Question: What information supports the conclusion that Frank inherited this trait? | Choices: [Frank and his father both have dark hair., Frank's parents have pale skin. They passed down this trait to Frank.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Frank has pale skin."
+"Question: Answer the riddle.
+I am white.
+I am very cold.
+I fall from the sky.
+What am I? | Choices: [rain, snow] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: vocabulary | Skill: What am I? | Lecture: nan | Solution: Snow is white.
+Snow is very cold.
+Snow falls from the sky."
+"Question: Which change better matches the sentence?
+A lake dries up after many years of no rain. | Choices: [drought, volcanic eruption] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: earth-science | Skill: Classify changes to Earth's surface | Lecture: nan | Solution: nan"
+"Question: Complete the sentence.
+In this chemical reaction, beeswax is a (). | Choices: [reactant, product] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Identify reactants and products | Lecture: A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.
+In a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.
+The original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.
+The substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.
+So, in a chemical reaction, reactants go through a chemical change to form products. | Solution: Read the underlined text carefully. Look for information about what happens to beeswax in this chemical reaction.
+Candles can be made from beeswax, the substance bees use to build honeycombs. As a beeswax candle's string, or wick, burns, the wax melts and rises up the string. The wax combines with oxygen in the air, forming carbon dioxide and water. This process releases energy in the form of light and heat.
+The underlined text tells you that when beeswax and oxygen combine, carbon dioxide and water are formed. When beeswax and oxygen react, or go through a chemical change, their atoms are rearranged to form carbon dioxide and water. Because beeswax reacts in this chemical reaction, beeswax is a reactant. | Hint: This passage describes a chemical reaction. Read the passage. Then, follow the instructions below.
+Candles can be made from beeswax, the substance bees use to build honeycombs. As a beeswax candle's string, or wick, burns, the wax melts and rises up the string. The wax combines with oxygen in the air, forming carbon dioxide and water. This process releases energy in the form of light and heat."
+"Question: Is building a fence a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether building a fence is a good or a service, ask these questions:
+Is building a fence something you can touch? No.
+Is building a fence a job you might pay someone else to do? Yes.
+So, building a fence is a service."
+"Question: What is the source of the allusion in the sentence below?
+Austen's research on nineteenth-century philosophers led him down the rabbit hole. | Choices: [literature, the Bible] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion down the rabbit hole is literature.
+Lewis Carroll's Alice's Adventures in Wonderland tells the story of a young girl who follows a white rabbit down a rabbit hole and finds herself in a series of adventures in a surreal world.
+The allusion down the rabbit hole means on a strange or difficult exploration."
+"Question: What is the source of the allusion in the sentence below?
+Russell said he would put in a good word for Maria with their boss, but she knew he had a reputation as a Benedict Arnold. | Choices: [U.S. history, a poem] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Benedict Arnold is U.S. history.
+Benedict Arnold was an American officer who secretly aided the British during the American Revolution.
+The allusion Benedict Arnold means a traitor."
+"Question: What information supports the conclusion that Clare inherited this trait? | Choices: [Clare's parents have red hair. They passed down this trait to Clare., Clare and her mother both wear their hair in braids.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Clare has red hair."
+"Question: How long is a car key? | Choices: [2 feet, 2 inches] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?
+The number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.
+There are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.
+There are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. | Solution: The better estimate for the length of a car key is 2 inches.
+2 feet is too long. | Hint: Select the better estimate."
+"Question: Select the solid. | Choices: [knife, vinegar, water droplets, water from a faucet] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Identify solids, liquids, and gases | Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
+Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
+When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
+Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
+When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
+Many gases are invisible. Air is a gas. | Solution: Vinegar is a liquid. A liquid takes the shape of any container it is in. If you pour vinegar into a different container, the vinegar will take the shape of that container. But the vinegar will still take up the same amount of space.
+Water droplets are a liquid. A liquid takes the shape of any container it is in. If you collect water droplets in a bucket, they will take the shape of the bucket. But the water droplets will still take up the same amount of space.
+A knife is a solid. You can bend a knife. But it will still have a size and shape of its own.
+The water from a faucet is a liquid. A liquid takes the shape of any container it is in. If you put water from a faucet into a container, the water will take the shape of that container. But the water will still take up the same amount of space."
+"Question: Which logical fallacy is used in the text?
+My opponent argues that we should abolish the soda tax. It's a shame that he wants to encourage people to eat and drink unhealthily. I say we keep it. | Choices: [appeal to nature: the assumption that natural things are always good, guilt by association: a negative association intended to discredit someone or something, straw man: a misrepresentation of an opponent's position that makes it easier to argue against] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that the speaker's opponent wants to encourage unhealthy habits. However, this misrepresents the opponent's argument. The speaker's opponent only wants to remove the soda tax. This illustrates a type of logical fallacy known as a straw man."
+"Question: Which word would you find on a dictionary page with the following guide words?
+relief - royal | Choices: [range, right] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since right is between the guide words relief - royal, it would be found on that page."
+"Question: Which word would you find on a dictionary page with the following guide words?
+wharf - wrestle | Choices: [window, wand] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since window is between the guide words wharf - wrestle, it would be found on that page."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Mrs. Griffith was overjoyed when she saw her granddaughter for the first time in two years., When Mrs. Griffith saw her granddaughter for the first time in two years, she was overjoyed.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun she could refer to Mrs. Griffith or her granddaughter.
+When Mrs. Griffith saw her granddaughter for the first time in two years, she was overjoyed.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Mrs. Griffith was overjoyed when she saw her granddaughter for the first time in two years."
+"Question: Complete the statement.
+Benzene is (). | Choices: [an elementary substance, a compound] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: You can tell whether benzene is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for benzene is C6 H6. This formula contains two symbols: C for carbon and H for hydrogen. So, the formula tells you that benzene is made of two chemical elements bonded together.
+Substances made of two or more chemical elements bonded together are compounds. So, benzene is a compound. | Hint: Benzene is a chemical used to make plastic and styrofoam. The chemical formula for benzene is C6H6."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Dr. montoya,, Dear Dr. Montoya,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Dr. Montoya is capitalized because it is a proper noun."
+"Question: Select the animal that does not have a backbone. | Choices: [shoebill, bull ant] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A bull ant is an insect. Like other insects, a bull ant does not have a backbone. It has a hard outer cover.
+A shoebill is a bird. Like other birds, a shoebill has a backbone. | Hint: Hint: Insects, spiders, and worms do not have backbones."
+"Question: Which sentence states a fact? | Choices: [Rattlesnakes are the most dangerous reptiles., Rattlesnakes use their rattles to warn other animals.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The second sentence states a fact.
+Rattlesnakes use their rattles to warn other animals.
+It can be proved by looking up information about rattlesnakes.
+The first sentence states an opinion.
+Rattlesnakes are the most dangerous reptiles.
+Most dangerous shows what a person believes, thinks, or feels. Another person might have a different opinion about which reptiles are the most dangerous."
+"Question: Does this passage describe the weather or the climate?
+Where Lexi lives, the air pressure is usually higher in the summer than in the winter. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Where Lexi lives, the air pressure is usually higher in the summer than in the winter.
+Air pressure is caused by the weight of the air in the atmosphere. When the air pressure is high, the sky is usually clear.
+This passage tells you about the usual pattern of air pressure where Lexi lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate."
+"Question: Would you find the word reverse on a dictionary page with the following guide words?
+radar - rubbish | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since reverse is between the guide words radar - rubbish, it would be found on that page."
+"Question: Which figure of speech is used in this text?
+The hum of the computer concerned Owen. Was the problem with the power supply or the hard drive? | Choices: [simile, onomatopoeia] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses onomatopoeia, a word that expresses a sound.
+Hum represents the sound the computer was making."
+"Question: Does this passage describe the weather or the climate?
+Peter lives in a windy place. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Peter lives in a windy place.
+This passage tells you about the usual amount of wind where Peter lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Which bowl of oatmeal has more thermal energy? | Choices: [the hotter bowl of oatmeal, the colder bowl of oatmeal] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two bowls of oatmeal are made of the same material and have the same mass. So, the hotter bowl of oatmeal has more thermal energy. | Hint: Two bowls of oatmeal are identical except for their temperatures."
+"Question: Which object has the most thermal energy? | Choices: [a brownie at a temperature of 87°F, a brownie at a temperature of 82°F, a brownie at a temperature of 75°F] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three brownies have the same mass but different temperatures. Since the 87°F brownie is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which word does not rhyme? | Choices: [chair, blur, spur] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words spur and blur rhyme. They both end with the ur sound.
+The word chair does not rhyme. It ends with a different sound."
+"Question: Which figure of speech is used in this text?
+Preston's '64 Impala groaned as he turned the ignition. Yet again he resolved to refurbish it over the summer. | Choices: [personification, metaphor] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses personification, giving human characteristics to nonhuman things.
+Preston's '64 Impala groaned describes the car as if it were human."
+"Question: What does the verbal irony in this text suggest?
+""This is the best day of my life,"" Mr. Browning mumbled after his car broke down on the way to an important job interview. | Choices: [Mr. Browning liked fixing cars., Mr. Browning was having a bad day.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+The best day of my life ironically suggests that Mr. Browning was having a bad day. He was having the opposite of a good day because his car broke down when he needed to be on time."
+"Question: Compare the motion of two birds. Which bird was moving at a higher speed? | Choices: [a bird that moved 45kilometers in 10hours, a bird that moved 25kilometers in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each bird moved and the time it took to move that distance.
+One bird moved 45 kilometers in 10 hours.
+The other bird moved 25 kilometers in 10 hours.
+Notice that each bird spent the same amount of time moving. The bird that moved 45 kilometers moved a farther distance in that time. So, that bird must have moved at a higher speed."
+"Question: Suppose Isabella decides to take a trip to Mississippi. Which result would be a cost? | Choices: [Isabella will save some money. Plane tickets for Isabella to get to Mississippi are less expensive than tickets to Montana., Isabella will give up the chance to go to Montana. She would have enjoyed a trip to Montana more than Mississippi.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Isabella wants or needs:
+Isabella will give up the chance to go to Montana. She would have enjoyed a trip to Montana more than Mississippi. | Hint: Isabella is deciding whether to take a trip to Montana or Mississippi. She wants to enjoy her trip. But she is also trying to save money."
+"Question: Would you find the word coat on a dictionary page with the following guide words?
+clothes - curly | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since coat is between the guide words clothes - curly, it would be found on that page."
+"Question: What does the idiom in this text suggest?
+Hayley submitted her suggestions to Brett; now the ball is in his court. | Choices: [Brett needs to act next., Brett feels like playing or relaxing, not working.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom the ball is in his court suggests that Brett needs to act next. In tennis, when the ball is in a player's court, it is that person's turn."
+"Question: Is there a surplus or a shortage of washing machines? | Choices: [shortage, surplus] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Identify shortage and surplus | Lecture: There is a surplus if there is too much for sale at a given price.
+There is a shortage if there is not enough for sale at a given price.
+Surpluses and shortages usually happen when people who are selling goods or services charge too much or too little.
+When the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.
+When the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage. | Solution: At the current price, there are not enough washing machines for sale. There are 20 machines for sale, but 30 people want to buy one.
+So, there is a shortage of washing machines. | Hint: A store has 20 washing machines for sale. The machines cost $600 each. At that price, 30 people want to buy one."
+"Question: Select the solid. | Choices: [air inside a basketball, water droplets, grape juice, stuffed rabbit] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Identify solids, liquids, and gases | Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
+Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
+When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
+Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
+When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
+Many gases are invisible. Air is a gas. | Solution: The air inside a basketball is a gas. A gas expands to fill a space. The air fills all the space inside the basketball. If air leaks out, it will expand into the space around the ball.
+A stuffed rabbit is a solid. A solid has a size and shape of its own. When you hold a stuffed rabbit in your hands, the stuffed rabbit still has a size and shape of its own.
+Water droplets are a liquid. A liquid takes the shape of any container it is in. If you collect water droplets in a bucket, they will take the shape of the bucket. But the water droplets will still take up the same amount of space.
+Grape juice is a liquid. A liquid takes the shape of any container it is in. If you pour grape juice into a different container, the grape juice will take the shape of that container. But the grape juice will still take up the same amount of space."
+"Question: Complete the sentences.
+The American people have the rights listed in the Constitution. The Ninth Amendment says that if the Constitution doesn't list a right, that right (). | Choices: [might still exist, does not exist] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: civics | Skill: The Bill of Rights | Lecture: nan | Solution: The American people have the rights listed in the Constitution. The Ninth Amendment says that if the Constitution doesn't list a right, that right might still exist. The Bill of Rights lists some rights. But it is not meant to be a complete list of all rights. The full text of the Ninth Amendment is below. The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people."
+"Question: Based on this information, what is Felicia's phenotype for the fur type trait? | Choices: [ff, curly fur] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Felicia's observable version of the fur type trait is curly fur. So, Felicia's phenotype for the fur type trait is curly fur. | Hint: In a group of cats, some individuals have straight fur and others have curly fur. In this group, the gene for the fur type trait has two alleles. The allele F is for straight fur, and the allele f is for curly fur.
+Felicia, a cat from this group, has curly fur. Felicia has two alleles for curly fur."
+"Question: Complete the sentence so that it uses personification.
+The heavy door () as Arianna pushed it open. | Choices: [creaked, protested] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word protested. It describes the door as if it were a person who didn't want to obey."
+"Question: Which word does not rhyme? | Choices: [bag, dug, mug] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words mug and dug rhyme. They both end with the ug sound.
+The word bag does not rhyme. It ends with a different sound."
+"Question: Which is a complete sentence? | Choices: [That awful noise from the large factory., The dry dirt absorbs the rain.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: The dry dirt absorbs the rain is a complete sentence. The subject is the dry dirt, and the verb is absorbs."
+"Question: Which logical fallacy is used in the text?
+Don't be deceived by Amy Pena's articles on rural, blue-collar workers. Her husband is a fancy investment banker, so she can't possibly understand their situation. | Choices: [appeal to nature: the assumption that natural things are always good, guilt by association: a negative association intended to discredit someone or something, bandwagon fallacy: the assumption that the popular choice is automatically correct] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Amy Pena can't understand rural, blue-collar workers because she is associated with an urban newspaper. However, where Amy works doesn't necessarily indicate anything about her ability to empathize. This illustrates a type of logical fallacy known as guilt by association."
+"Question: Is the following trait inherited or acquired?
+Chloe has a scar on her left elbow. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait."
+"Question: What is the source of the allusion in the sentence below?
+Investors should have seen the writing on the wall. | Choices: [a fairy tale, the Bible] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion the writing on the wall is the Bible.
+In the Bible, Daniel accurately translates mysterious writing that appears on a wall, and in doing so, he predicts the death of a king.
+The allusion the writing on the wall means a clear indication of how something will turn out."
+"Question: Based on this information, what is this fish's phenotype for the body color trait? | Choices: [a greenish-brown body, a pink body] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: The Nile tilapia fish's genotype for the body color gene is BB. The Nile tilapia fish's genotype of BB has only B allelles. The B allele is for a greenish-brown body. So, the Nile tilapia fish's phenotype for the body color trait must be a greenish-brown body.
+To check this answer, consider whether the Nile tilapia fish's alleles are dominant or recessive. The allele for a greenish-brown body (B) is dominant over the allele for a pink body (b). This means B is a dominant allele, and b is a recessive allele.
+The Nile tilapia fish's genotype of BB has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the Nile tilapia fish's phenotype for the body color trait must be a greenish-brown body. | Hint: In a group of Nile tilapia fish, some individuals have a greenish-brown body and others have a pink body. In this group, the gene for the body color trait has two alleles. The allele for a greenish-brown body (B) is dominant over the allele for a pink body (b).
+A certain Nile tilapia fish from this group has the homozygous genotype BB for the body color gene."
+"Question: Complete the statement. Assume that Tony's mass did not change.
+The gravitational potential energy stored between Tony and Earth () as he rode the escalator. | Choices: [stayed the same, decreased, increased] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between Tony and the center of Earth changed.
+The second floor is higher than the first floor. As he rode the escalator toward the second floor, the distance between Tony and the center of Earth increased. So, the gravitational potential energy stored between Tony and Earth increased as he rode the escalator. | Hint: Read the text about a person in motion.
+Tony rode an escalator from the first floor to the second floor of a shopping mall."
+"Question: Based on this information, what is Wingding's genotype for the body feather color gene? | Choices: [green body feathers, BB] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Wingding has two alleles for green body feathers (B). So, Wingding's genotype for the body feather color gene is BB. | Hint: In a group of budgerigar parakeets, some individuals have green body feathers and others have blue body feathers. In this group, the gene for the body feather color trait has two alleles. The allele B is for green body feathers, and the allele b is for blue body feathers.
+Wingding, a budgerigar parakeet from this group, has green body feathers. Wingding has two alleles for green body feathers."
+"Question: Which is a complex sentence? | Choices: [Before Melissa's birthday party, Franklin wrapped her present with delicate silver tissue paper., Johnny picked raspberries in the field until his fingertips were stained red.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction until.
+Johnny picked raspberries in the field until his fingertips were stained red."
+"Question: Which correctly shows the title of a book? | Choices: [Anne of Green Gables, Anne of green gables] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word of is not important, so it should not be capitalized.
+The correct title is Anne of Green Gables."
+"Question: What does the allusion in this text suggest?
+With the gutters clogged and water rising in the streets, Ling, who was watching the storm from her window, commented, ""We're going to need an ark to get out of here."" | Choices: [Ling thinks the storm will cause major flooding., Ling plans to build a boat.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+The allusion to an ark suggests that Ling thinks the storm will cause major flooding. In the Bible, it rains for forty days and forty nights; Noah, his family, and animals of every species survive the great flood in an ark that he builds."
+"Question: What information supports the conclusion that Jake acquired this trait? | Choices: [Jake learned to identify insects by reading many books about insects., Jake likes to look at butterflies and beetles.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Jake is good at identifying insects."
+"Question: What do these two changes have in common?
+acid rain weathering a marble statue
+compost rotting | Choices: [Both are caused by heating., Both are caused by cooling., Both are only physical changes., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Acid rain weathering a marble statue is a chemical change. The acid rain reacts with the outside of the statue and breaks it down into a different type of matter. This new matter is then washed away by the rain. Acid rain is a type of pollution. It forms when smoke from automobiles and factories mixes with water in clouds.
+Acid rain is a type of pollution. It forms when automobiles and factories release smoke containing sulfur or nitrogen. Some of these chemicals react with water in the atmosphere. The reaction forms droplets of water that can fall back to the ground as acid rain.
+Compost forms from the remains of plants and animals, such as vegetable scraps and egg shells. Compost rotting is a chemical change. As the compost rots, it breaks down and turns into a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Complete the sentence.
+A penny tarnishing is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+A change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. | Solution: Metal turning less shiny over time is called tarnishing. A penny tarnishing is a chemical change. When air touches the penny, the surface of the penny changes into a different type of matter. This matter makes the penny dull."
+"Question: What do these two changes have in common?
+an old sandwich rotting in a trashcan
+plants making food from sunlight, air, and water | Choices: [Both are caused by heating., Both are only physical changes., Both are chemical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A sandwich rotting is a chemical change. The matter in the sandwich breaks down and slowly turns into a different type of matter.
+Plants making food is a chemical change. Plants use energy from sunlight to change air and water into food. The food is sugar. Sugar is a different type of matter than air or water.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: How long is a bike path? | Choices: [1 mile, 1 foot] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?
+The number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.
+There are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.
+There are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. | Solution: The better estimate for the length of a bike path is 1 mile.
+1 foot is too short. | Hint: Select the better estimate."
+"Question: Is the following trait inherited or acquired?
+Ezra has a scar on his left ankle. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait."
+"Question: Using only these supplies, which question can Belle investigate with an experiment? | Choices: [Does a rubber ball travel farther when launched from a metal catapult or from a wooden catapult?, Does a heavier ball travel farther than a lighter ball when launched from a catapult?, Does a catapult with a longer arm launch a rubber ball farther than a catapult with a shorter arm?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Belle visits a museum about ancient Greece. She notices an exhibit with models of wooden catapults that were used to launch large rocks across battlefields. She wonders what factors affect how far a catapult can launch an object. So, she decides to design an experiment. She has the following supplies available:
+a wooden catapult with a 10-inch-long arm
+a wooden catapult with a five-inch-long arm
+two identical rubber balls"
+"Question: Is there a surplus or a shortage of leather jackets? | Choices: [surplus, shortage] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Identify shortage and surplus | Lecture: There is a surplus if there is too much for sale at a given price.
+There is a shortage if there is not enough for sale at a given price.
+Surpluses and shortages usually happen when people who are selling goods or services charge too much or too little.
+When the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.
+When the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage. | Solution: At the current price, there are too many jackets for sale. There are 20 jackets for sale, but only 18 people want to buy one.
+So, there is a surplus of jackets. The store will not get any money for the leftover jackets. | Hint: A store has 20 leather jackets for sale. Each jacket costs $70. At that price, 18 people want to buy one."
+"Question: Compare the motion of two speedboats. Which speedboat was moving at a higher speed? | Choices: [a speedboat that moved 665miles in 10hours, a speedboat that moved 595miles in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each speedboat moved and the time it took to move that distance.
+One speedboat moved 665 miles in 10 hours.
+The other speedboat moved 595 miles in 10 hours.
+Notice that each speedboat spent the same amount of time moving. The speedboat that moved 665 miles moved a farther distance in that time. So, that speedboat must have moved at a higher speed."
+"Question: Assume all other forces on Sophie are balanced. Which statement describes the forces on Sophie? | Choices: [The forces are balanced, so there is no net force on Sophie., The forces are unbalanced, so there is a net force on Sophie.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Balanced and unbalanced forces | Lecture: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
+When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
+When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | Solution: To determine if there is a net force on Sophie, look at the forces:
+Earth's gravity is pulling Sophie down with a force of 600 N.
+The seat of the cart is pushing Sophie up with a force of 1,200 N.
+The forces are in opposite directions, and the forces have different magnitudes: 600 N and 1,200 N. This means that the forces are unbalanced, so there is a net force on Sophie. | Hint: Sophie is sitting on a roller coaster cart as it reaches the bottom of a big loop. Earth's gravity is pulling down on Sophie with a force of 600N. The seat of the cart is pushing up on Sophie with a force of 1,200N."
+"Question: Complete the sentence.
+Chemicals in a battery reacting to power a flashlight is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Chemicals in a battery reacting to power a flashlight is a chemical change. When the flashlight is turned on, the chemicals in the battery react with each other to form new chemicals. This creates electricity, which powers the lightbulb."
+"Question: Based on this information, what is this ornamental gourd plant's genotype for the fruit color gene? | Choices: [yellow fruit, FF] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. The ornamental gourd plant has two alleles for yellow fruit (F). So, the plant's genotype for the fruit color gene is FF. | Hint: In a group of ornamental gourd plants, some individuals have yellow fruit and others have green fruit. In this group, the gene for the fruit color trait has two alleles. The allele F is for yellow fruit, and the allele f is for green fruit.
+A certain ornamental gourd plant from this group has yellow fruit. This plant has two alleles for yellow fruit."
+"Question: Which online review is more formal? | Choices: [Although Pizza Pit isn't my favorite, their slices are certainly worth $1.50., Pizza Pit isn't my fave, but their slices are definitely worth a buck and some change.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second online review is more formal. The other online review uses slang (fave, a buck and some change) and sounds more casual."
+"Question: Which correctly shows the title of a book? | Choices: [""Down by the River"", ***Down by the River***] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A book should be in italics.
+The correct title is **Down by the River**."
+"Question: Which closing is correct for a letter? | Choices: [Your Friend,
+Maria, Your friend,
+Maria] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: What kind of sentence is this?
+Despite the frigid temperatures on the slopes, the junior class ski trip was an enormous success. | Choices: [declarative, interrogative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement and always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An interrogative sentence asks a question and always ends with a question mark.
+Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
+An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence is a statement and ends with a period. It is a declarative sentence."
+"Question: Is this a run-on sentence?
+The Scythians were nomadic warriors who lived in Central Asia in the ninth century BCE, before disappearing during the second century CE, they had spread westward into Eastern Europe. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is a run-on sentence. It is a comma splice formed from two sentences run together, joined by just a comma.
+The Scythians were nomadic warriors who lived in Central Asia in the ninth century BCE, before disappearing during the second century CE, they had spread westward into Eastern Europe.
+Here is one way to fix the run-on sentence:
+The Scythians were nomadic warriors who lived in Central Asia in the ninth century BCE. Before disappearing during the second century CE, they had spread westward into Eastern Europe."
+"Question: Does this passage describe the weather or the climate?
+The air pressure is often low in Copenhagen, Denmark. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+The air pressure is often low in Copenhagen, Denmark.
+Air pressure is caused by the weight of the air in the atmosphere. When the air pressure is low, the sky is usually cloudy.
+The passage tells you about the usual air pressure in Copenhagen. It does not describe what the weather is like on a particular day. So, this passage describes the climate."
+"Question: Which is a compound sentence? | Choices: [The butcher cuts the fat off the meat., Megan finished her book, but she got two more from the library.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.
+Megan finished her book, but she got two more from the library."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Uncle Fred,, dear Uncle Fred,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Uncle Fred is capitalized because it is a proper noun."
+"Question: Would you find the word neck on a dictionary page with the following guide words?
+ninety - noon | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since neck is not between the guide words ninety - noon, it would not be found on that page."
+"Question: Which logical fallacy is used in the text?
+When Mason arrived at Heathrow Airport, a British man helped him retrieve his luggage from baggage claim. British people are all so nice! | Choices: [hasty generalization: a broad claim based on too few observations, bandwagon fallacy: the assumption that the popular choice is automatically correct, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that a single polite British person indicates that all British people are nice. However, this isn't necessarily true. This illustrates a type of logical fallacy known as a hasty generalization."
+"Question: Suppose Hector decides to go on the balloon race. Which result would be a cost? | Choices: [Hector will give up the chance to go on the roller coaster. He would have had more fun on that ride., Hector will save some ride tickets. He needs fewer tickets to go on the balloon race than on the roller coaster.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Hector wants or needs:
+Hector will give up the chance to go on the roller coaster. He would have had more fun on that ride. | Hint: Hector is deciding which ride to go on at the fair. He can go on either the roller coaster or the balloon race. He wants to have as much fun as possible at the fair."
+"Question: Use the evidence in the text to select the photosynthetic organism. | Choices: [Fantastic leaf-tailed geckos live in the forests of Madagascar. This type of gecko looks like a leaf, which helps it hide in the trees as it hunts its insect prey., Lizard's tail plants are found throughout eastern North America. These plants use energy from sunlight to make their food.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Identify the photosynthetic organism | Lecture: Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy, carbon dioxide, and water to produce sugars and oxygen.
+Photosynthetic organisms also often have the following characteristics:
+They are producers, which are organisms that make their own food inside their cells. Because producers make their own food, they typically do not eat other organisms.
+Their cells contain chloroplasts, which are cell structures where photosynthesis occurs.
+Their chloroplasts often contain a green substance called chlorophyll. Chlorophyll captures light energy from the Sun to power photosynthesis.
+They use the sugars they produce during photosynthesis as food. This food provides energy that helps the organisms live, grow, and reproduce. | Solution: This organism is photosynthetic:
+The text tells you that lizard's tail plants use energy from sunlight to make food. This is evidence that the lizard's tail plant is a photosynthetic organism.
+This organism is not photosynthetic:
+The text does not provide evidence that the fantastic leaf-tailed gecko is photosynthetic."
+"Question: What information supports the conclusion that Trisha inherited this trait? | Choices: [Trisha and her father both have dark hair., Trisha's parents have dark skin. They passed down this trait to Trisha.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Trisha has dark skin."
+"Question: What kind of sentence is this?
+In the game today, Mary hit a home run with bases loaded! | Choices: [declarative, interrogative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement and always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An interrogative sentence asks a question and always ends with a question mark.
+Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
+An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence is a statement that shows strong feeling and ends with an exclamation point. It is an exclamatory sentence."
+"Question: Which object has more thermal energy? | Choices: [a 700-gram rock at a temperature of 70°C, a 700-gram rock at a temperature of 45°C] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two rocks have the same mass but different temperatures. Since the 70°C rock is hotter than the 45°C rock, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which soap bubble has more thermal energy? | Choices: [the hotter soap bubble, the colder soap bubble] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two soap bubbles are made of the same material and have the same mass. So, the hotter soap bubble has more thermal energy. | Hint: Two soap bubbles are identical except for their temperatures."
+"Question: Select the invertebrate. | Choices: [birdwing butterfly, dwarf crocodile, rainbow trout, yak] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A yak is a mammal. Like other mammals, a yak is a vertebrate. It has a backbone.
+A birdwing butterfly is an insect. Like other insects, a birdwing butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A rainbow trout is a fish. Like other fish, a rainbow trout is a vertebrate. It has a backbone.
+A dwarf crocodile is a reptile. Like other reptiles, a dwarf crocodile is a vertebrate. It has a backbone. | Hint: Hint: Insects, spiders, and worms are invertebrates."
+"Question: What does the verbal irony in this text suggest?
+""That fits you well,"" Brendan remarked after Eliana's cap fell over her eyes for the tenth time. | Choices: [The cap was too big., The cap looked nice on Eliana.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Fits you well ironically suggests that the cap was too big. The cap was falling over Eliana's eyes, so it didn't fit her well at all."
+"Question: What is the volume of a bowl of soup? | Choices: [320 milliliters, 320 liters] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a bowl of soup is 320 milliliters.
+320 liters is too much. | Hint: Select the better estimate."
+"Question: How long does it take to mow the lawn? | Choices: [34 minutes, 34 hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to mow the lawn is 34 minutes.
+34 hours is too slow. | Hint: Select the better estimate."
+"Question: Which figure of speech is used in this text?
+Tanvi asked her mother if she could adopt a cat, and her mother replied, ""It's a definite maybe,"" so Tanvi didn't want to get her hopes up. | Choices: [oxymoron, hyperbole] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Definite maybe is a contradiction, because definite describes something that is sure, and maybe refers to something that is unsure."
+"Question: What kind of sentence is this?
+Please give me the contact information for that physician you recommended. | Choices: [imperative, exclamatory, interrogative] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence makes a request, so it is an imperative sentence. Here, it ends with a period."
+"Question: Which type of sentence is this?
+Bonnie is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. | Choices: [compound, simple, complex, compound-complex] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.
+Bonnie is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years."
+"Question: Based on this information, what is this cucumber plant's genotype for the fruit sheen gene? | Choices: [dull fruit, Ff] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. The cucumber plant has one allele for dull fruit (F) and one allele for glossy fruit (f). So, the plant's genotype for the fruit sheen gene is Ff. | Hint: In a group of cucumber plants, some individuals have dull fruit and others have glossy fruit. In this group, the gene for the fruit sheen trait has two alleles. The allele F is for dull fruit, and the allele f is for glossy fruit.
+A certain cucumber plant from this group has dull fruit. This plant has one allele for dull fruit and one allele for glossy fruit."
+"Question: Which letter opening is more formal? | Choices: [Dear Mark,, Dear Mr. Everett,] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first letter opening is more formal. It uses the recipient's personal title and last name. The other opening uses the recipient's first name, suggesting a more familiar relationship."
+"Question: Is the following trait inherited or acquired?
+Beth has a scar on her left hand. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: Each bus takes the same amount of time to stop. Which school bus needs a larger force to come to a stop? | Choices: [a school bus carrying 800 pounds, a school bus carrying 600 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the school bus that is heavier.
+A school bus carrying 800 pounds is heavier than a school bus carrying 600 pounds. So, the school bus carrying 800 pounds needs a larger force to come to a stop in the same amount of time as the other bus. | Hint: Kids from two different schools are riding their school buses home. The buses are the same. They are going the same speed. But different numbers of kids are riding in each bus."
+"Question: What is the volume of a large soup pot? | Choices: [9 milliliters, 9 liters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a large soup pot is 9 liters.
+9 milliliters is too little. | Hint: Select the better estimate."
+"Question: Which word would you find on a dictionary page with the following guide words?
+patience - proceed | Choices: [push, platform] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since platform is between the guide words patience - proceed, it would be found on that page."
+"Question: Which type of sentence is this?
+An avid reader, Franklin attends weekly book club meetings, and he finishes several novels every month. | Choices: [compound-complex, compound, complex, simple] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+An avid reader, Franklin attends weekly book club meetings, and he finishes several novels every month."
+"Question: Which is a compound sentence? | Choices: [I feel tired and hot, but I don't have a fever., Layla will change the batteries in the radio tomorrow.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.
+I feel tired and hot, but I don't have a fever."
+"Question: Select the vertebrate. | Choices: [Tasmanian devil, bull ant] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have a hard outer cover on their body. Other invertebrates have a soft body. | Solution: A bull ant is an insect. Like other insects, a bull ant is an invertebrate. It does not have a backbone. It has a hard outer cover.
+A Tasmanian devil is a mammal. Like other mammals, a Tasmanian devil is a vertebrate. It has a backbone. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Select the one true statement. | Choices: [Mitochondria are outside the nucleus of an animal cell., Animal cells can have lysosomes but do not have vacuoles., The vacuoles of plant cells use sunlight to make sugar.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Compare cells and cell parts | Lecture: nan | Solution: nan"
+"Question: What kind of sentence is this?
+The European Space Agency's Philae lander was the first spacecraft to successfully land on the surface of a comet. | Choices: [declarative, exclamatory, interrogative] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement and always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An interrogative sentence asks a question and always ends with a question mark.
+Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
+An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence is a statement and ends with a period. It is a declarative sentence."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [John gave Fred a beautifully bound copy of One Hundred Years of Solitude, which is his favorite book., John gave a beautifully bound copy of his favorite book, One Hundred Years of Solitude, to Fred.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun his could refer to John or Fred.
+John gave Fred a beautifully bound copy of One Hundred Years of Solitude, which is his favorite book.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+John gave a beautifully bound copy of his favorite book, One Hundred Years of Solitude, to Fred."
+"Question: Which word does not rhyme? | Choices: [trade, slide, fade] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words fade and trade rhyme. They both end with the ade sound.
+The word slide does not rhyme. It ends with a different sound."
+"Question: Would you find the word curtain on a dictionary page with the following guide words?
+climb - colt | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since curtain is not between the guide words climb - colt, it would not be found on that page."
+"Question: Which tense does the sentence use?
+The man glances at his watch. | Choices: [past tense, future tense, present tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, glances. The verb ends in -s and tells you about something that is true or happening now."
+"Question: What is the mass of an elephant? | Choices: [3 tons, 3 ounces, 3 pounds] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of an elephant is 3 tons.
+3 ounces and 3 pounds are both too light. | Hint: Select the best estimate."
+"Question: What information supports the conclusion that Cindy acquired this trait? | Choices: [Cindy knits sweaters using cotton, wool, and other types of yarn., Cindy learned how to knit in an after school program.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Cindy knows how to knit sweaters."
+"Question: Which figure of speech is used in this text?
+I've heard that Gwen & Co. is downsizing, so I'm happy to see that their store in downtown Greenville will remain open for now. | Choices: [paradox, euphemism] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Downsizing is an indirect way of saying that the company is planning on firing employees, closing shops or branches, and/or reducing its budget."
+"Question: Select the living thing. | Choices: [sea star, backpack, the Statue of Liberty, iceberg] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
+All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
+All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A backpack is not a living thing.
+Backpacks do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
+A sea star is a living thing.
+Sea stars grow and respond to their environment. They need food and water. Sea stars are made up of many cells.
+Sea stars are animals. They can use their arms to walk on the ocean floor.
+An iceberg is not a living thing.
+An iceberg does not have all the traits of a living thing. It may grow or melt in response to the world around it, but it does not need food.
+The Statue of Liberty is not a living thing.
+The Statue of Liberty is shaped like a person. But it does not have all the traits of a living thing. It does not grow or respond to the world around it. It does not need food or water."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her academic voice?
+The Hubble Space Telescope, named for twentieth-century American astronomer Edwin Hubble, is an awesome telescope. NASA began building the telescope in 1977 after Congress gave the go-ahead on the project. In 1990, the space shuttle Discovery crew finally positioned the telescope some 370 miles above Earth. Unfortunately, a defect caused it to produce fuzzy images, but ever since repairs were made by astronauts from the space shuttle Endeavour in 1993, it has taken some pretty great pictures. | Choices: [by avoiding generalizations, by using active voice, by using consistently formal language] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her academic voice by using consistently formal language.
+For example, the writer could replace the underlined phrases with more formal ones, such as remarkable, launched into, authorized, and excellent.
+The Hubble Space Telescope, named for twentieth-century American astronomer Edwin Hubble, is an awesome telescope. NASA began building the telescope in 1977 after Congress gave the go-ahead on the project. In 1990, the space shuttle Discovery crew finally positioned the telescope some 370 miles above Earth. Unfortunately, a defect caused it to produce fuzzy images, but ever since repairs were made by astronauts from the space shuttle Endeavour in 1993, it has taken some pretty great pictures."
+"Question: Which type of sentence is this?
+Joe took several incredible panoramic photographs of the sweeping view from the top of Table Mountain. | Choices: [compound-complex, compound, simple, complex] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is simple. It is a single independent clause.
+Joe took several incredible panoramic photographs of the sweeping view from the top of Table Mountain."
+"Question: Complete the sentence.
+In this chemical reaction, nitrogen is a (). | Choices: [product, reactant] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Identify reactants and products | Lecture: A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.
+In a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.
+The original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.
+The substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.
+So, in a chemical reaction, reactants go through a chemical change to form products. | Solution: Read the underlined text carefully. Look for information about what happens to nitrogen in this chemical reaction.
+Did you know that lightning helps provide nutrients to plants on Earth? When lightning strikes, the air around it becomes extremely hot. This leads to the formation of nitric oxide from the nitrogen and oxygen gases in the air. Nitric oxide plays an important role in helping plants grow.
+The underlined text tells you that when nitrogen and oxygen combine, nitric oxide is formed. When nitrogen and oxygen react, or go through a chemical change, their atoms are rearranged to form nitric oxide. Because nitrogen reacts in this chemical reaction, nitrogen is a reactant. | Hint: This passage describes a chemical reaction. Read the passage. Then, follow the instructions below.
+Did you know that lightning helps provide nutrients to plants on Earth? When lightning strikes, the air around it becomes extremely hot. This leads to the formation of nitric oxide from the nitrogen and oxygen gases in the air. Nitric oxide plays an important role in helping plants grow."
+"Question: What does the idiom in this text suggest?
+Erica has a lot on her plate: she is attending college, has a full-time job as a waitress, and volunteers at the animal shelter. | Choices: [Erica has many responsibilities., Erica has worked up an appetite.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Interpret the figure of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom a lot on her plate suggests that Erica has many responsibilities. If you have a lot on your plate, you are busy with many different obligations."
+"Question: Answer the riddle.
+I can be inside or outside.
+I am full of water.
+You can swim in me.
+What am I? | Choices: [a pool, rain] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: vocabulary | Skill: What am I? | Lecture: nan | Solution: A pool can be inside or outside.
+A pool is full of water.
+You can swim in a pool."
+"Question: Which is a compound sentence? | Choices: [Grandma might sell the painting, or she might give it away., Fresh English peas are delicious with butter and salt.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction or.
+Grandma might sell the painting, or she might give it away."
+"Question: Which sentence states a fact? | Choices: [The Venus flytrap's pink-and-green leaves make the plant look like an alien species., The Venus flytrap's two-lobed leaves snap shut when they come in contact with prey.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: Statements of fact make claims that are based on research, observation, or experimentation. Facts can be proved with evidence.
+Napoleon Bonaparte was shorter than King Louis XVI.
+This statement is a fact. The statement can be verified by researching and comparing the height of each man.
+Statements of opinion make claims that are based on personal judgments or perspectives. Opinions can be supported by evidence, but they cannot be definitively proved.
+Napoleon Bonaparte was a better leader than King Louis XVI.
+This statement is an opinion. People can have different ideas about what makes someone a ""better"" leader, so the statement cannot be proved. | Solution: The second sentence states a fact. It can be verified by looking up how the Venus flytrap captures its prey.
+The Venus flytrap's two-lobed leaves snap shut when they come in contact with prey.
+The first sentence states an opinion. Look like an alien species indicates a personal judgment.
+The Venus flytrap's pink-and-green leaves make the plant look like an alien species."
+"Question: Which correctly shows the title of a movie? | Choices: [Back to the Future, Back to the future] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The words to and the are not important, so they should not be capitalized.
+The correct title is Back to the Future."
+"Question: Based on this information, what is Otto's phenotype for the fur length trait? | Choices: [short fur, FF] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Otto's observable version of the fur length trait is short fur. So, Otto's phenotype for the fur length trait is short fur. | Hint: In a group of dogs, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele F is for short fur, and the allele f is for long fur.
+Otto, a dog from this group, has short fur. Otto has two alleles for short fur."
+"Question: Adapted from Robert Southey, ""The Legend of Bishop Hatto"" and from John Gould Fletcher, ""London Excursion"" | Choices: [The summer and autumn had been so wet,
+That in winter the corn was growing yet:
+'Twas a sorrowful sight to see, all around,
+The grain lie rotting on the ground., Black shapes bending,
+Taxicabs crush in the crowd.
+The tops are each a shining square
+Shuttles that steadily press through woolly fabric.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reading-comprehension | Skill: Identify elements of poetry | Lecture: Poetry is a special kind of writing. It has many elements that make it different from ordinary writing. Knowing these elements can help you talk about poetry, understand it better, and enjoy it more.
+A poem rhymes when it has a pattern of words that end in the same sound.
+End rhyme is when the rhymes appear at the end of a poem's lines.
+Little Betty Blue,
+Lost her holiday shoe.
+—From Mother Goose
+Internal rhyme is when at least one of the rhyming words appears inside the poem's lines.
+Sweet dreams of pleasant streams.
+—From William Blake, ""A Cradle Song""
+Rhythm is the pattern of strong and weak syllables, or stress, in a poem. You can recognize rhythm in a poem by listening to how it sounds. Poems with regular rhythm have a beat, like in music.
+He watches from his mountain walls,
+And like a thunderbolt he falls.
+—From Alfred, Lord Tennyson, ""The Eagle""
+The syllables in bold are strong. We say them with more force than the other syllables. In this poem, every weak syllable is followed by a strong syllable. Each line sounds like da-DUM da-DUM da-DUM da-DUM. To better hear the rhythm, try reading it aloud while clapping on each strong syllable.
+Free verse is when a poem has neither a regular rhythm nor a rhyme pattern.
+The old bridge has a wrinkled face.
+He bends his back
+For us to go over.
+—From Hilda Conkling, ""The Old Bridge""
+The syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.
+Repetition is when words, phrases, or whole lines are repeated.
+The dainty flying squirrel
+In vest of shining white,
+In coat of silver gray,
+And vest of shining white.
+—Adapted from Mary E. Burt, ""The Flying Squirrel""
+Alliteration is when beginning consonant sounds are repeated in words that are close together.
+Where the wild men watched and waited
+Wolves in the forest, and bears in the bush.
+—From Bayard Taylor, ""A Night with a Wolf""
+Onomatopoeia is when language sounds like what it talks about.
+Sometimes the onomatopoeia uses made-up words:
+Tlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.
+—From Alfred Noyes, ""The Highwayman""
+Sometimes the onomatopoeia uses real words:
+Hark! the honey bee is humming.
+—From Mary Howitt, ""The Voice of Spring"" | Solution: This poem uses end rhyme. Its rhymes come at the end of its lines.
+That in winter the corn was growing yet:
+The grain lie rotting on the ground."
+"Question: Complete the statement. Assume that the water balloon's mass did not change.
+The gravitational potential energy stored between the water balloon and Earth () as the water balloon fell toward Ben. | Choices: [increased, decreased, stayed the same] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the water balloon and the center of Earth changed.
+Ben was lower than the balcony. As the water balloon fell toward Ben, the distance between the water balloon and the center of Earth decreased. So, the gravitational potential energy stored between the water balloon and Earth decreased as the water balloon fell toward Ben. | Hint: Read the text about an object in motion.
+Kari dropped a water balloon off a balcony. The water balloon fell toward her friend Ben, who was standing below the balcony."
+"Question: Based on this information, what is Nutmeg's phenotype for the fur length trait? | Choices: [long fur, short fur] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Nutmeg's genotype for the fur length gene is ff. Nutmeg's genotype of ff has only f alleles. The f allele is for long fur. So, Nutmeg's phenotype for the fur length trait must be long fur.
+To check this answer, consider whether Nutmeg's alleles are dominant or recessive. The allele for long fur (f) is recessive to the allele for short fur (F). This means F is a dominant allele, and f is a recessive allele.
+Nutmeg's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Nutmeg's phenotype for the fur length trait must be long fur. | Hint: In a group of Syrian hamsters, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele for long fur (f) is recessive to the allele for short fur (F).
+Nutmeg is a Syrian hamster from this group. Nutmeg has the homozygous genotype ff for the fur length gene."
+"Question: What kind of sentence is this?
+Gordon campaigned tirelessly in support of his neighbor's bid for elective office. | Choices: [declarative, interrogative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement and always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An interrogative sentence asks a question and always ends with a question mark.
+Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
+An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence is a statement and ends with a period. It is a declarative sentence."
+"Question: What information supports the conclusion that Becky inherited this trait? | Choices: [Becky's parents have red hair. They passed down this trait to Becky., Becky and her mother both wear their hair in braids.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Becky has red hair."
+"Question: Which text uses the word terribly in its traditional sense? | Choices: [Tanvi made escargots using the small snails from her garden. She prepared them according to the recipe but found the chewy texture terribly disappointing., Tanvi decided to make escargots using the small snails from her garden, but she prepared them terribly. Since she'd forgotten to add garlic, the taste was disappointing.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses terribly in its traditional sense: in a terrible manner.
+Tanvi decided to make escargots using the small snails from her garden, but she prepared them terribly. Since she'd forgotten to add garlic, the taste was disappointing.
+The second text uses terribly in its nontraditional sense: extremely; very.
+Tanvi made escargots using the small snails from her garden. She prepared them according to the recipe but found the chewy texture terribly disappointing.
+Most style guides recommend to use the traditional sense of the word terribly because it is considered more standard."
+"Question: Which is a sentence fragment? | Choices: [Dave pasted a nice picture of himself on the paper., Changed his clothes and washed his face.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Changed his clothes and washed his face is a sentence fragment. It is missing a subject."
+"Question: Is the following trait inherited or acquired?
+Edward has a scar on his left leg. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: Select the prairie grassland ecosystem. | Choices: [This ecosystem has:
+hot summers and cool winters
+a medium amount of rain
+soil that is rich in nutrients, This ecosystem has:
+long, cold winters and short, cold summers
+mostly small plants
+soil that is frozen year-round, This ecosystem has:
+year-round rain and warm temperatures
+soil that is poor in nutrients
+many different types of organisms] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Identify ecosystems | Lecture: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
+There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
+the pattern of weather, or climate
+the type of soil
+the organisms that live there | Solution: A prairie grassland is a type of ecosystem. It has hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients.
+Choice 1 is a prairie grassland ecosystem. It has hot summers with some rain and cool winters with some snow.
+Choice 2 is a tropical rain forest ecosystem. It has year-round rain and soil that is poor in nutrients.
+Choice 3 is a tundra ecosystem. It is cold, dry, and rocky. Tundras have permafrost, or soil that is frozen year-round."
+"Question: What is the source of the allusion in the sentence below?
+Ellie anticipated that the free makeover her friend was promising would turn out to be a Trojan horse. | Choices: [British history, Greek mythology] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Trojan horse is Greek mythology.
+In Greek mythology, the Greek army tricks the Trojan army into taking a large wooden horse into their carefully guarded city. The horse turns out to be filled with Greek warriors who, once inside the city of Troy, open the gates to the Greek army waiting outside.
+The allusion Trojan horse means a deceptive or harmful offering."
+"Question: What information supports the conclusion that Trudy inherited this trait? | Choices: [Some people use a hair dryer to straighten their hair. But Trudy and her brothers have naturally straight hair., Both of Trudy's biological parents have naturally black hair., When she was younger, Trudy wore ribbons in her naturally black hair.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Trudy has naturally black hair."
+"Question: Which word would you find on a dictionary page with the following guide words?
+period - proper | Choices: [put, plank] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since plank is between the guide words period - proper, it would be found on that page."
+"Question: How long is a guitar? | Choices: [30 yards, 30 inches] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?
+The number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.
+There are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.
+There are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. | Solution: The better estimate for the length of a guitar is 30 inches.
+30 yards is too long. | Hint: Select the better estimate."
+"Question: What is the source of the allusion in the sentence below?
+Ivan got off the mountain by the skin of his teeth. | Choices: [the Bible, a movie] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion by the skin of his teeth is the Bible.
+In the Bible, Job complains to God about his hardships, saying that both strangers and those he loves have turned against him. He says, ""My bone cleaveth to my skin and to my flesh, and I am escaped with the skin of my teeth."" Scholars have long debated the exact meaning of the phrase, but many claim that Job is saying that he narrowly escaped death.
+The allusion by the skin of his teeth means just barely."
+"Question: What is the mass of a skateboard? | Choices: [2 grams, 2 kilograms] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a skateboard is 2 kilograms.
+2 grams is too light. | Hint: Select the better estimate."
+"Question: What does the allusion in this text suggest?
+When Wendy claimed she had loaded the dishwasher before turning on Dancing with the Stars, her mother replied, ""Your nose is growing!"" | Choices: [Wendy was goofy., Wendy was lying.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+The allusion nose is growing suggests that Wendy was lying. In the story of Pinocchio, when Pinocchio lies, his nose grows longer."
+"Question: What information supports the conclusion that Daniel inherited this trait? | Choices: [Daniel's biological parents have freckles on their noses just as Daniel does., Daniel and his biological mother have pale skin., Daniel has freckles on his nose and shoulders.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Daniel has freckles."
+"Question: Would you find the word pea on a dictionary page with the following guide words?
+paid - powder | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since pea is between the guide words paid - powder, it would be found on that page."
+"Question: Using only these supplies, which question can Tessa investigate with an experiment? | Choices: [Does milk chocolate or dark chocolate melt faster when heated on the stove?, Does dark chocolate or white chocolate melt faster when heated on the stove?, Does milk chocolate melt faster when heated in a microwave or on a stove?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Tessa leaves some chocolates in her jacket pocket. When she finds the chocolates later, she notices that some of them have melted. She wonders what factors affect how quickly chocolate melts. So, she decides to design an experiment. She has the following supplies available:
+one bar of milk chocolate
+one bar of dark chocolate
+a stove
+a pot"
+"Question: Using only these supplies, which question can Chloe investigate with an experiment? | Choices: [Will eight ounces of carbonated water or eight ounces of tap water get warmer when placed in a jar in the sun?, When placed in the sun, will eight ounces of water in a glass jar or eight ounces of water in a plastic cup get warmer?, When placed in the sun, will eight ounces of water in a closed jar or eight ounces of water in an open jar get warmer?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Chloe leaves a glass jar of cold tea outside in full sunlight. When she goes to get it, she notices that the tea is warm. She wonders what factors affect how warm a liquid gets from sitting in the sunlight. So, she decides to design an experiment. She has the following supplies available:
+two identical glass jars
+two jar lids
+tap water
+a measuring cup
+two thermometers"
+"Question: Would you find the word are on a dictionary page with the following guide words?
+alarm - avenge | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since are is between the guide words alarm - avenge, it would be found on that page."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Dr. yang,, Dear Dr. Yang,] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Dr. Yang is capitalized because it is a proper noun."
+"Question: Select the one substance that is not a mineral. | Choices: [Sphalerite is a pure substance. It is not made by living things., Steel is made in a factory. It is not a pure substance., Pyrite is formed in nature. It is not made by living things.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Steel is made in a factory. But all minerals are formed in nature.
+Steel is not a pure substance. But all minerals are pure substances.
+So, steel is not a mineral.
+Pyrite is a mineral.
+Sphalerite is a mineral."
+"Question: Compare the motion of two motorboats. Which motorboat was moving at a higher speed? | Choices: [a motorboat that moved 440miles in 10hours, a motorboat that moved 430miles in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each motorboat moved and the time it took to move that distance.
+One motorboat moved 440 miles in 10 hours.
+The other motorboat moved 430 miles in 10 hours.
+Notice that each motorboat spent the same amount of time moving. The motorboat that moved 440 miles moved a farther distance in that time. So, that motorboat must have moved at a higher speed."
+"Question: Which closing is correct for a letter? | Choices: [sincerely,
+Dustin, Sincerely,
+Dustin] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: What is the source of the allusion in the sentence below?
+The dense crowd began to part like the Red Sea. | Choices: [the Bible, a fairy tale] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion part like the Red Sea is the Bible.
+In the Bible, Moses parts the Red Sea with his staff, forming a clear, dry path for his people to walk along as they escape from Egypt.
+The allusion part like the Red Sea means to open up a path."
+"Question: Which is smoother? | Choices: [burlap sack, silver ring] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Smooth is a property. A smooth material is not rough or bumpy.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the silver ring is smoother. If you touch a silver ring, it will not feel rough or bumpy."
+"Question: Compare the motion of three sailboats. Which sailboat was moving at the highest speed? | Choices: [a sailboat that moved 90miles west in 10hours, a sailboat that moved 105miles south in 10hours, a sailboat that moved 35miles south in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. | Solution: Look at the distance each sailboat moved and the time it took to move that distance. The direction each sailboat moved does not affect its speed.
+Notice that each sailboat moved for 10 hours. The sailboat that moved 105 miles moved the farthest distance in that time. So, that sailboat must have moved at the highest speed."
+"Question: How long does it take to drink a small glass of water? | Choices: [45 seconds, 45 hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to drink a small glass of water is 45 seconds.
+45 hours is too slow. | Hint: Select the better estimate."
+"Question: Select the animal that does not have a backbone. | Choices: [atlas moth, salt water crocodile] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: An atlas moth is an insect. Like other insects, an atlas moth does not have a backbone. It has a hard outer cover.
+A salt water crocodile is a reptile. Like other reptiles, a salt water crocodile has a backbone. | Hint: Hint: Insects, spiders, and worms do not have backbones."
+"Question: What information supports the conclusion that Bryant acquired this trait? | Choices: [Bryant learned how to knit in an after school program., Bryant knits sweaters using cotton, wool, and other types of yarn.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Bryant knows how to knit sweaters."
+"Question: What do these two changes have in common?
+sewing an apron
+mixing sand and water | Choices: [Both are chemical changes., Both are only physical changes., Both are caused by heating., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Sewing an apron is a physical change. The fabric and thread that make up the apron get a new shape, but the type of matter in each of them does not change.
+Mixing sand and water is a physical change. Adding water makes the sand wet. But both the sand and water are still made of the same type of matter as before.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What information supports the conclusion that Lillian inherited this trait? | Choices: [Lillian's parents have red hair. They passed down this trait to Lillian., Lillian and her mother both wear their hair in braids.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Lillian has red hair."
+"Question: Which logical fallacy is used in the text?
+Thanks to her enduring popularity with employees, Mia Durham is the best-liked CEO in our company's history. | Choices: [false causation: the assumption that because two things happened together, one caused the other, circular reasoning: an argument that supports a claim with the claim itself] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Mia Durham is well-liked, because she's popular. However, the ""evidence"" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning."
+"Question: Is the following trait inherited or acquired?
+Cassie has a scar on her left hand. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: Select the living thing. | Choices: [the Statue of Liberty, hair dryer, viper, piano] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
+All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
+All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A hair dryer is not a living thing.
+A hair dryer does not have all the traits of a living thing. It uses electricity to make heat and noise, but it does not grow. It does not need food or water.
+The Statue of Liberty is not a living thing.
+The Statue of Liberty is shaped like a person. But it does not have all the traits of a living thing. It does not grow or respond to the world around it. It does not need food or water.
+A viper is a living thing.
+Vipers grow and respond to their environment. They need food and water. Vipers are made up of many cells.
+Vipers are animals. They have fangs which they use to bite their prey.
+A piano is not a living thing.
+Pianos do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water."
+"Question: What kind of sentence is this?
+I had no idea you played the piano so beautifully! | Choices: [interrogative, exclamatory, declarative] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence."
+"Question: Would you find the word float on a dictionary page with the following guide words?
+forget - front | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since float is not between the guide words forget - front, it would not be found on that page."
+"Question: Assume all other forces on Owen are balanced. Which statement describes the forces on Owen? | Choices: [The forces are unbalanced, so there is a net force on Owen., The forces are balanced, so there is no net force on Owen.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Balanced and unbalanced forces | Lecture: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
+When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
+When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | Solution: To determine if there is a net force on Owen, look at the forces:
+Earth's gravity is pulling Owen down with a force of 400 N.
+The diving board is pushing Owen up with a force of 400 N.
+The forces are in opposite directions, and the forces have the same magnitude: 400 N. This means that the forces are balanced, so there is no net force on Owen. | Hint: Owen is standing on a diving board at the pool. Earth's gravity is pulling down on Owen with a force of 400N. The diving board is pushing up on Owen with a force of 400N."
+"Question: Which type of sentence is this?
+Eric took several incredible panoramic photographs of the sweeping view from the top of Table Mountain. | Choices: [compound-complex, compound, simple, complex] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is simple. It is a single independent clause.
+Eric took several incredible panoramic photographs of the sweeping view from the top of Table Mountain."
+"Question: What is the mass of a cement truck? | Choices: [21 tons, 21 ounces, 21 pounds] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a cement truck is 21 tons.
+21 ounces and 21 pounds are both too light. | Hint: Select the best estimate."
+"Question: What do these two changes have in common?
+cutting a piece of rope
+breaking a stick in half | Choices: [Both are chemical changes., Both are caused by cooling., Both are caused by heating., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Cutting a piece of rope is a physical change. The rope is shorter after you cut it. But it is still made of the same type of matter as the uncut rope.
+Breaking a stick in half is a physical change. The stick gets broken into two pieces. But the pieces are still made of the same type of matter as the original stick.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What information supports the conclusion that Janice acquired this trait? | Choices: [Janice learned how to play the cello in music class., Janice and her father play the cello together., Janice knows how to polish her cello.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Janice can play the cello."
+"Question: Select the animal. | Choices: [Fig trees have many leaves., Oak trees can have thick branches., Manta rays swim underwater., Fir trees have green leaves.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A fir tree is a plant. It has green leaves.
+The leaves of fir trees are called needles.
+A fig tree is a plant. It has many leaves.
+Fig trees grow in dry, sunny places.
+An oak tree is a plant. It can have thick branches.
+Acorns grow on oak trees. Acorns are small nuts with a seed inside.
+A manta ray is an animal. It swims underwater.
+Manta rays are fish. They have triangle-shaped fins."
+"Question: Select the living thing. | Choices: [coconut tree, piano] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. Living things use this energy to grow and change. All living things grow and change during their lives.
+All living things sense changes in the world around them. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A coconut tree is a living thing.
+Coconut trees grow and respond to the world around them. They need food and water.
+Coconut trees are plants. They make their own food using water, carbon dioxide, and energy from sunlight.
+A piano is not a living thing.
+Pianos do not have all of the traits of living things. They do not grow or respond to the world around them. They do not need food or water."
+"Question: Which tense does the sentence use?
+Philip will wash the dishes after dinner. | Choices: [past tense, future tense, present tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, wash. The verb tells you about something that is going to happen."
+"Question: Select the animal. | Choices: [Water buffalo eat plants., Oleander trees can grow colorful flowers.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: An oleander tree is a plant. It can grow colorful flowers.
+There are over 400 different types of oleander plants.
+A water buffalo is an animal. It eats plants.
+Water buffalo live near water. They can live near rivers or swamps."
+"Question: Select the one true statement. | Choices: [Vacuoles store nutrients, water, and waste in animal cells., Plant cells can have mitochondria but do not have vacuoles., In an animal cell, the mitochondria contain the master plan for cell activities and cell development.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Compare cells and cell parts | Lecture: nan | Solution: nan"
+"Question: What is the mass of a full box of cereal? | Choices: [475 grams, 475 kilograms] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a full box of cereal is 475 grams.
+475 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: Which correctly shows the title of a book? | Choices: [""Z Is for Moose"", ***Z Is for Moose***] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A book should be in italics.
+The correct title is **Z Is for Moose**."
+"Question: Which is a complex sentence? | Choices: [According to many scholars, the 1798 publication of Lyrical Ballads by Samuel Taylor Coleridge and William Wordsworth began the romantic period in English literature., Celine and her mom sat on the back porch and watched as the sun sank into the horizon.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.
+Celine and her mom sat on the back porch and watched as the sun sank into the horizon."
+"Question: Using only these supplies, which question can Monica investigate with an experiment? | Choices: [Does a tablet charge faster with a two-foot-long charging cable or a five-foot-long charging cable?, Does a cell phone charge more quickly when it is turned on or when it is turned off?, Does a cell phone charge faster when plugged into a wall outlet or into a computer?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Monica notices that her cell phone charges more quickly sometimes and more slowly other times. She wonders what factors affect how quickly a phone charges. So, she decides to design an experiment. She has the following supplies available:
+one cell phone
+a two-foot-long charging cable
+a five-foot-long charging cable
+a stopwatch
+a wall outlet"
+"Question: What do these two changes have in common?
+using polish to remove tarnish from a silver spoon
+a penny tarnishing | Choices: [Both are chemical changes., Both are caused by heating., Both are caused by cooling., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A tarnished silver spoon is one that has become less shiny over time. Polishing the spoon makes it look shiny again.
+The polish changes the tarnish into a different type of matter that can be easily wiped away. So, using polish to remove tarnish from silver is a chemical change.
+Metal turning less shiny over time is called tarnishing. A penny tarnishing is a chemical change. When air touches the penny, the surface of the penny changes into a different type of matter. This matter makes the penny dull.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Is a violin a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a violin is a good or a service, ask these questions:
+Is a violin something you can touch? Yes.
+Is a violin a job you might pay someone else to do? No.
+So, a violin is a good."
+"Question: Which tense does the sentence use?
+Lester and Carla will help the neighbors. | Choices: [future tense, past tense, present tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, help. The verb tells you about something that is going to happen."
+"Question: Which text message is more formal? | Choices: [Ms. Baxter is already here. She's waiting in the lobby., Heads up! Baxter is here. In the lobby.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first text message is more formal. It uses complete sentences, avoids slang (heads up), and uses the person's title (Ms. Baxter). The other text message includes more casual language and sentence fragments."
+"Question: How long is a potato? | Choices: [18 centimeters, 18 meters] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?
+The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.
+There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.
+There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. | Solution: The better estimate for the length of a potato is 18 centimeters.
+18 meters is too long. | Hint: Select the better estimate."
+"Question: Which logical fallacy is used in the text?
+Carrie said there's no way Scotland's Loch Ness Monster is real, but she's not even Scottish, so there's no way she could really know. | Choices: [straw man: a misrepresentation of an opponent's position that makes it easier to argue against, appeal to nature: the assumption that natural things are always good, ad hominem: an attack against the person making the argument, rather than the argument itself] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Carrie's claim that the Loch Ness Monster isn't real is not valid because she's not Scottish. This is a personal attack on Carrie's background that isn't relevant to whether her claim is valid. This illustrates a type of logical fallacy known as ad hominem."
+"Question: Which tense does the sentence use?
+In the morning, Mrs. Petersen shoveled the snow. | Choices: [future tense, past tense, present tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, shoveled. The verb ends in -ed and tells you about something that has already happened."
+"Question: Compare the motion of three cars. Which car was moving at the lowest speed? | Choices: [a car that moved 130kilometers west in 5hours, a car that moved 485kilometers east in 5hours, a car that moved 460kilometers east in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each car moved and the time it took to move that distance. The direction each car moved does not affect its speed.
+Notice that each car moved for 5 hours. The car that moved 130 kilometers moved the shortest distance in that time. So, that car must have moved at the lowest speed."
+"Question: Select the one substance that is not a mineral. | Choices: [Molasses is not a pure substance. It is made in a factory., Magnetite is a pure substance. It is not made by living things., Hematite is not made by living things. It is a solid.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Molasses is made in a factory. But all minerals are formed in nature.
+Molasses is not a pure substance. But all minerals are pure substances.
+So, molasses is not a mineral.
+Magnetite is a mineral.
+Hematite is a mineral."
+"Question: Using only these supplies, which question can Vicky investigate with an experiment? | Choices: [Do sunflowers grow bigger in sunny planter boxes or in shady planter boxes?, Which type of sunflower grows more leaves?, Do sunflowers grow taller if they are planted in planter boxes or in pots?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Vicky wants to grow sunflowers in her backyard garden. She notices that some sunflowers grow much taller than others. She is curious about what factors affect how sunflowers grow. So, she decides to design an experiment. She has the following supplies available:
+seeds from one type of sunflower
+soil
+one wooden planter box in the sun
+one wooden planter box in the shade
+one plastic planter box in the sun
+water"
+"Question: Based on this information, what is Kitkat's phenotype for the ear type trait? | Choices: [straight ears, curled ears] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Kitkat's genotype for the ear type gene is ee. Kitkat's genotype of ee has only e alleles. The e allele is for straight ears. So, Kitkat's phenotype for the ear type trait must be straight ears.
+To check this answer, consider whether Kitkat's alleles are dominant or recessive. The allele for curled ears (E) is dominant over the allele for straight ears (e). This means E is a dominant allele, and e is a recessive allele.
+Kitkat's genotype of ee has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Kitkat's phenotype for the ear type trait must be straight ears. | Hint: In a group of American curl cats, some individuals have curled ears and others have straight ears. In this group, the gene for the ear type trait has two alleles. The allele for curled ears (E) is dominant over the allele for straight ears (e).
+Kitkat is an American curl cat from this group. Kitkat has the homozygous genotype ee for the ear type gene."
+"Question: Based on this information, what is this fly's phenotype for the wing type trait? | Choices: [normal wings, vestigial wings] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: The fruit fly's genotype for the wing type gene is nn. The fruit fly's genotype of nn has only n alleles. The n allele is for vestigial wings. So, the fruit fly's phenotype for the wing type trait must be vestigial wings.
+To check this answer, consider whether the fruit fly's alleles are dominant or recessive. The allele for normal wings (N) is dominant over the allele for vestigial wings (n). This means N is a dominant allele, and n is a recessive allele.
+The fruit fly's genotype of nn has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the fruit fly's phenotype for the wing type trait must be vestigial wings. | Hint: This passage describes the wing type trait in fruit flies:
+
+In a group of fruit flies, some individuals have normal wings and others have vestigial wings. In this group, the gene for the wing type trait has two alleles. The allele for normal wings (N) is dominant over the allele for vestigial wings (n).
+A certain fruit fly from this group has the homozygous genotype nn for the wing type gene."
+"Question: Which figure of speech is used in this text?
+Aaliyah swore she would never go back to Morristown, but I told her she should never say never. The city might be a very different place in ten years. | Choices: [oxymoron, paradox] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Never say never at first appears to be contradictory: by saying the phrase itself, you have already said never. However, it contains some truth: people often change their minds as they age and so should not rule anything out by saying never."
+"Question: Complete the sentence.
+Snails growing shells is a (). | Choices: [physical change, chemical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Snails growing shells is a chemical change. A snail's body uses calcium from its food to make a new molecule called calcium carbonate. This calcium carbonate is used to grow the shell."
+"Question: Which change better matches the sentence?
+An area becomes less wet and less green after years with no rain. | Choices: [volcanic eruption, drought] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: earth-science | Skill: Classify changes to Earth's surface | Lecture: nan | Solution: nan"
+"Question: Which closing is correct for a letter? | Choices: [Thanks,
+Mark, thanks,
+Mark] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Using only these supplies, which question can Tori investigate with an experiment? | Choices: [Do round rocks or flat rocks skip more times when thrown across the river?, Do rocks skip more times when thrown across a river or across a pond?, Do small rocks or large rocks skip more times when thrown across the river?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Tori likes to skip rocks at the river. She notices that some of the rocks she throws skip off the surface of the water many times, while others skip once and then sink. She wonders what factors affect how well rocks skip on the water. So, she decides to design an experiment. She has the following supplies available:
+10 small flat rocks
+10 large flat rocks
+access to the river by her school"
+"Question: Which type of sentence is this?
+Brianna is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. | Choices: [compound, simple, complex, compound-complex] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.
+Brianna is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years."
+"Question: What does the verbal irony in this text suggest?
+For spring allergy sufferers, the botanical garden is as pleasant as a traffic jam. | Choices: [The botanical garden is enjoyable for everyone., The botanical garden is unpleasant for allergy sufferers.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As pleasant as a traffic jam suggests that the botanical garden is unpleasant for allergy sufferers. A traffic jam is not pleasant, and neither is a place that causes allergies to flare up."
+"Question: Which mug of cocoa has a lower temperature? | Choices: [the mug of cocoa with less thermal energy, the mug of cocoa with more thermal energy] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two mugs of cocoa are made of the same material and have the same mass. So, the mug of cocoa with less thermal energy has a lower temperature. | Hint: Two 100-gram mugs of cocoa are identical except for their thermal energies."
+"Question: Which correctly shows the title of a song? | Choices: [Polly Put the Kettle On, ""Polly Put the Kettle On""] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A song should be in quotation marks.
+The correct title is ""Polly Put the Kettle On."""
+"Question: What information supports the conclusion that Jack acquired this trait? | Choices: [Jack has two pet fish. The fish live in a fish tank together., Jack was not born knowing how to identify different fish. He had to learn this skill.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Jack is good at identifying fish."
+"Question: What kind of sentence is this?
+In 1996, Death Valley had forty days with temperatures above 120°F! | Choices: [interrogative, declarative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence."
+"Question: Would you find the word lily on a dictionary page with the following guide words?
+lawn - local | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since lily is between the guide words lawn - local, it would be found on that page."
+"Question: Which online professional profile is more formal? | Choices: [Resourceful leader with exceptional brand and product development skills, Go-getter who will blow you away with new brand and product ideas] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first online professional profile is more formal. It uses more elevated language (resourceful leader, exceptional brand and product development skills). The other professional profile uses slang (go-getter, blow you away) and sounds more casual."
+"Question: Would you find the word gossip on a dictionary page with the following guide words?
+grocery - guest | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since gossip is not between the guide words grocery - guest, it would not be found on that page."
+"Question: Which object has more thermal energy? | Choices: [a 4-kilogram block of copper at a temperature of 185°F, a 4-kilogram block of copper at a temperature of 260°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two blocks of copper have the same mass but different temperatures. Since the 260°F block is hotter than the 185°F block, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which type of sentence is this?
+An avid reader, Paul attends weekly book club meetings, and he finishes several novels every month. | Choices: [compound, compound-complex, complex, simple] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+An avid reader, Paul attends weekly book club meetings, and he finishes several novels every month."
+"Question: Select the plant. | Choices: [Moles eat insects and worms., Snowy owls eat small animals., Almond trees can grow many small flowers., Manatees swim underwater.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: An almond tree is a plant. It can grow many small flowers.
+Almonds were first grown by people living near the Mediterranean Sea.
+A snowy owl is an animal. It eats small animals.
+Snowy owls live in cold places. Snowy owls have feathers on their feet to protect them from the cold.
+A mole is an animal. It eats insects and worms.
+Moles live mostly underground.
+A manatee is an animal. It swims underwater.
+Manatees eat plants that live underwater."
+"Question: Based on this information, what is Bagheera's phenotype for the fur color trait? | Choices: [white fur, ff] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Bagheera's observable version of the fur color trait is white fur. So, Bagheera's phenotype for the fur color trait is white fur. | Hint: In a group of Bengal tigers, some individuals have orange fur and others have white fur. In this group, the gene for the fur color trait has two alleles. The allele F is for orange fur, and the allele f is for white fur.
+Bagheera, a Bengal tiger from this group, has white fur. Bagheera has two alleles for white fur."
+"Question: Select the animal. | Choices: [Tulips have a green stem., Manatees swim underwater.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A tulip is a plant. It has a green stem.
+Tulips grow best in cool, dry places.
+A manatee is an animal. It swims underwater.
+Manatees eat plants that live underwater."
+"Question: Which closing is correct for a letter? | Choices: [yours truly,
+Allie, Yours truly,
+Allie] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which logical fallacy is used in the text?
+You think Steve should be class president? I just can't see it. He reads romance novels for fun. | Choices: [ad hominem: an attack against the person making the argument, rather than the argument itself, false causation: the assumption that because two things happened together, one caused the other, circular reasoning: an argument that supports a claim with the claim itself] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Steve shouldn't be class president because he reads romance novels for fun. This is a personal attack on Steve that isn't relevant to whether he would be a good class president. This illustrates a type of logical fallacy known as ad hominem."
+"Question: Suppose Dalton decides to bake pumpkin muffins. Which result would be a cost? | Choices: [Dalton will give up some muffins. He could have made more poppy seed muffins than pumpkin muffins., Dalton will get to eat pumpkin muffins. He thinks pumpkin muffins are tastier than poppy seed muffins.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Dalton wants or needs:
+Dalton will give up some muffins. He could have made more poppy seed muffins than pumpkin muffins. | Hint: Dalton is deciding whether to bake pumpkin muffins or poppy seed muffins. He wants the muffins to be tasty. But he also wants to make a lot of muffins."
+"Question: What does the allusion in this text suggest?
+When Rosanne claimed she had loaded the dishwasher before turning on Dancing with the Stars, her mother replied, ""Your nose is growing!"" | Choices: [Rosanne was goofy., Rosanne was lying.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+The allusion nose is growing suggests that Rosanne was lying. In the story of Pinocchio, when Pinocchio lies, his nose grows longer."
+"Question: Select the living thing. | Choices: [tiara, loon] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. Living things use this energy to grow and change. All living things grow and change during their lives.
+All living things sense changes in the world around them. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A loon is a living thing.
+Loons grow and respond to the world around them. They need food and water.
+A tiara is not a living thing.
+Tiaras do not have all of the traits of living things. They do not grow or respond to the world around them. They do not need food or water."
+"Question: Compare the motion of three speedboats. Which speedboat was moving at the lowest speed? | Choices: [a speedboat that moved 1,030kilometers west in 10hours, a speedboat that moved 1,055kilometers south in 10hours, a speedboat that moved 955kilometers north in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each speedboat moved and the time it took to move that distance. The direction each speedboat moved does not affect its speed.
+Notice that each speedboat moved for 10 hours. The speedboat that moved 955 kilometers moved the shortest distance in that time. So, that speedboat must have moved at the lowest speed."
+"Question: What do these two changes have in common?
+crushing a mineral into powder
+mixing lettuce and salad dressing | Choices: [Both are only physical changes., Both are caused by heating., Both are chemical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Crushing a mineral into powder is a physical change. The mineral breaks into tiny pieces. But it is still made of the same type of matter.
+Mixing lettuce and salad dressing is a physical change. Together, the salad and dressing make a mixture. But making this mixture does not form a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which change better matches the sentence?
+Flowing water carries away sand and mud. | Choices: [wildfire, erosion] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: earth-science | Skill: Classify changes to Earth's surface | Lecture: nan | Solution: nan"
+"Question: Which is the most flexible? | Choices: [cotton apron, plastic ball, glass jar] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Flexible is a property. A flexible material can be bent without breaking easily.
+Look at each picture, one at a time. Imagine bending the material shown in each picture.
+Of the choices, the cotton apron is the most flexible. If you fold cotton fabric, it will not break."
+"Question: According to Newton's third law, what other force must be happening? | Choices: [The suitcase is pulling on David., The suitcase is pushing on David.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Predict forces using Newton's third law | Lecture: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
+For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Solution: David is pulling on the suitcase. So, Newton's third law tells you that the suitcase is pulling on David. | Hint: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
+Consider the following force:
+David is pulling on a full suitcase."
+"Question: Which correctly shows the title of an article? | Choices: [Kind Hearts Are Healthier, ""Kind Hearts Are Healthier""] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: An article should be in quotation marks.
+The correct title is ""Kind Hearts Are Healthier."""
+"Question: What is the mass of a cherry pie? | Choices: [1 kilogram, 1 gram] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a cherry pie is 1 kilogram.
+1 gram is too light. | Hint: Select the better estimate."
+"Question: Which correctly shows the title of a movie? | Choices: [a Monster in Paris, A Monster in Paris] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word in is not important, so it should not be capitalized.
+The correct title is A Monster in Paris."
+"Question: What information supports the conclusion that Anne inherited this trait? | Choices: [Anne and her father both have dark hair., Anne's parents have dark skin. They passed down this trait to Anne.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Anne has dark skin."
+"Question: What does this Works Cited entry indicate about the cited work?
+Onishi, Kristine H., and Renée Baillargeon. ""Do 15-Month-Old Infants Understand False Beliefs?"" Science 308.5719 (2005): 255–258. Web. 15 Dec. 2012. | Choices: [It is a book., It is a poem., It is a journal article.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: reference-skills | Skill: Understand a Works Cited entry (MLA 7th edition) | Lecture: When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.
+Below are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.
+Books:
+Format | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.
+Example | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.
+Essays, short stories, or poems in an anthology or book:
+Format | Author(s). ""Essay, Poem, or Short Story Title."" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.
+Example | James, Henry. ""The Middle Years."" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.
+Magazine and newspaper articles:
+Format | Author(s). ""Article Title."" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.
+Example | Hayes, David J., and James H. Stock. ""The Real Cost of Coal."" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.
+Journal articles:
+Format | Author(s). ""Article Title."" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.
+Example | Gillette, Jane, et al. ""Human Simulations of Vocabulary Learning."" Cognition 73.2 (1999): 135-176. Print.
+Web pages:
+Format | Author(s). ""Page Title."" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.
+Example | Gunn, Janelle P., and Lauren E. Owens. ""How to Slash Sodium from Your Diet."" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.
+Additional guidelines:
+Author Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by ""et al.,"" which stands for and others (e.g., Smith, Jane, et al.).
+Medium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are ""Print"" and ""Web,"" but other possibilities include ""Film,"" ""E-mail,"" and ""Lecture."" Whenever the Medium of Publication is ""Web,"" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.
+Editors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. ""Ed."" stands for edited by. ""Trans."" stands for translated by.
+Missing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation ""n. pag."" is used instead. If a work has no available publication date, the abbreviation ""n.d."" is used instead. If a work has no available publisher or no available city of publication, the abbreviation ""n.p."" is used instead.
+ | Solution: Look closely at the Works Cited entry:
+Onishi, Kristine H., and Renée Baillargeon. ""Do 15-Month-Old Infants Understand False Beliefs?"" Science 308.5719 (2005): 255–258. Web. 15 Dec. 2012.
+You can tell that the source is a journal article because of the entry's formatting. Journal articles always include the article title in quotation marks, the name of the journal in italics, and the volume and issue number separated by a period. Journal articles also include the year of publication in parentheses followed by the article's page numbers."
+"Question: Which is more flexible? | Choices: [silk necktie, wood bat] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Flexible is a property. A flexible material can be bent without breaking easily.
+Look at each picture, one at a time. Imagine bending the material shown in each picture.
+Of the choices, the silk necktie is more flexible. If you fold silk fabric, it will not break."
+"Question: Complete the sentence.
+ an egg is fertilized, it can become a (). | Choices: [After . . . cone, After . . . seed, Before . . . cone, Before . . . seed] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Describe and construct conifer life cycles | Lecture: Conifers are plants that grow cones. Conifers use their cones to reproduce, or make new plants like themselves. How do conifers use their cones to reproduce?
+Conifers can grow male and female cones. Male cones make pollen, and female cones make eggs. Pollination is what happens when wind blows pollen from male cones onto female cones. After pollination, sperm from the pollen can combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.
+The seeds can fall out of the cones and land on the ground. When a seed lands on the ground, it can germinate, or start to grow into a new plant. | Solution: Fertilized eggs grow into seeds. An egg cannot become a seed until after it is fertilized.
+A seed can grow into a new plant, which can grow cones. But a fertilized egg does not become a cone."
+"Question: Using only these supplies, which question can Frank investigate with an experiment? | Choices: [Do toy cars with plastic wheels go faster down the cardboard ramp than toy cars with metal wheels?, Do toy cars go faster down the ramp made of wood or the ramp made of cardboard?, Does a big toy car go down the wooden ramp faster than a small toy car?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Frank and his sister are building ramps to race their toy cars down. Frank notices that the cars go down some of the ramps faster than others. He wonders what factors affect the cars' speed. So, he decides to design an experiment. He has the following supplies available:
+two identical toy cars
+a wooden ramp three feet long and two feet tall
+a cardboard ramp three feet long and two feet tall"
+"Question: Which is a sentence fragment? | Choices: [My family has a rule everyone cleans up after dinner., Hugged his children before going to work.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Hugged his children before going to work is a sentence fragment. It is missing a subject."
+"Question: What is the source of the allusion in the sentence below?
+Mr. Floyd has a reputation as a Scrooge, so our club has stopped asking him for donations. | Choices: [the Bible, literature] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Scrooge is literature.
+The novella A Christmas Carol, by Charles Dickens, tells the story of the penny-pinching and bitter Ebenezer Scrooge, who values money more than people.
+The allusion Scrooge means a person who isn't generous."
+"Question: What information supports the conclusion that Mackenzie acquired this trait? | Choices: [Mackenzie and her father play the cello together., Mackenzie learned how to play the cello in music class., Mackenzie knows how to polish her cello.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Mackenzie can play the cello."
+"Question: What is the source of the allusion in the sentence below?
+Denise told her friends that Cole was a typical Peter Pan type. | Choices: [literature, a song] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Peter Pan is literature.
+In a J. M. Barrie novel, the character Peter Pan retreats to Neverland and refuses to grow up.
+The allusion Peter Pan means a person who won't take on adult responsibilities."
+"Question: What information supports the conclusion that Dana acquired this trait? | Choices: [Dana's scar was caused by an accident. She cut her leg when she was climbing a tree., Some scars fade more quickly than others.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Dana has a scar on her left leg."
+"Question: Complete the statement.
+Gold is (). | Choices: [an elementary substance, a compound] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
+A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
+Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
+The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one atomic symbol.
+The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
+For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple atomic symbols.
+The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | Solution: You can tell whether gold is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for gold contains one atomic symbol: Au. So, the formula tells you that gold is composed of only one chemical element.
+Since gold is composed of only one chemical element, gold is an elementary substance. | Hint: Gold is a precious metal that is often used to make jewelry. The chemical formula for gold is Au."
+"Question: What does the allusion in this text suggest?
+With the gutters clogged and water rising in the streets, Jennifer, who was watching the storm from her window, commented, ""We're going to need an ark to get out of here."" | Choices: [Jennifer plans to build a boat., Jennifer thinks the storm will cause major flooding.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Interpret the figure of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+The allusion to an ark suggests that Jennifer thinks the storm will cause major flooding. In the Bible, it rains for forty days and forty nights; Noah, his family, and animals of every species survive the great flood in an ark that he builds."
+"Question: How long is a potato? | Choices: [17 millimeters, 17 kilometers, 17 centimeters, 17 meters] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a potato is 17 centimeters.
+17 millimeters is too short. 17 meters and 17 kilometers are too long. | Hint: Select the best estimate."
+"Question: Which is a complete sentence? | Choices: [Over the summer, my cousin Monica visited many times., Mom kisses Abby's cheek Abby smiles at Mom.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Over the summer, my cousin Monica visited many times is a complete sentence. The subject is my cousin Monica, and the verb is visited."
+"Question: Compare the motion of two speedboats. Which speedboat was moving at a lower speed? | Choices: [a speedboat that moved 640miles in 10hours, a speedboat that moved 435miles in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each speedboat moved and the time it took to move that distance.
+One speedboat moved 435 miles in 10 hours.
+The other speedboat moved 640 miles in 10 hours.
+Notice that each speedboat spent the same amount of time moving. The speedboat that moved 435 miles moved a shorter distance in that time. So, that speedboat must have moved at a lower speed."
+"Question: Which correctly shows the title of an article? | Choices: [""The Love of My Life"", ""the love of My Life""] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word of is not important, so it should not be capitalized.
+The correct title is ""The Love of My Life."""
+"Question: Last year, 50,000 people lived in the city of Springtown. But since then, 8,000 people have moved away. What probably happened to the overall supply of houses for sale in Springtown? | Choices: [The supply probably went up., The supply probably went down.] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: The population of Springtown fell by 8,000 people. Many of the people who have left are probably trying to sell their houses. Since more people are trying to sell their houses, the number of suppliers of houses for sale in Springtown has gone up. So, the supply of houses for sale probably went up, too."
+"Question: Which is the bumpiest? | Choices: [rock wall, gold ring, silk necktie] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Bumpy is a property. A bumpy material is covered in lumps and bumps. It is not flat or smooth.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the rock wall is the bumpiest. If you touch a rock wall, it will feel bumpy and lumpy."
+"Question: Which tense does the sentence use?
+With sun and water, the gourd will grow very large. | Choices: [past tense, present tense, future tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, grow. The verb tells you about something that is going to happen."
+"Question: Complete the sentence.
+Burning a piece of wood is a (). | Choices: [physical change, chemical change] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two ways matter can change.
+In a chemical change, the type of matter changes.
+Burning a piece of paper is a chemical change. The paper changes into ash and smoke.
+In a physical change, the type of matter stays the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+Ice melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. | Solution: Burning a piece of wood is a chemical change. When the wood burns, the type of matter in it changes. The wood turns black and gives off smoke."
+"Question: Based on this information, what is Bianca's genotype for the fur texture gene? | Choices: [FF, straight fur] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Bianca has two alleles for straight fur (F). So, Bianca's genotype for the fur texture gene is FF. | Hint: In a group of Syrian hamsters, some individuals have straight fur and others have wavy fur. In this group, the gene for the fur texture trait has two alleles. The allele F is for straight fur, and the allele f is for wavy fur.
+Bianca, a Syrian hamster from this group, has straight fur. Bianca has two alleles for straight fur."
+"Question: Based on this information, what is this plant's phenotype for the fruit color trait? | Choices: [yellow fruit, red fruit] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: The tomato plant's genotype for the fruit color gene is ff. The tomato plant's genotype of ff has only f alleles. The f allele is for yellow fruit. So, the tomato plant's phenotype for the fruit color trait must be yellow fruit.
+To check this answer, consider whether the tomato plant's alleles are dominant or recessive. The allele for red fruit (F) is dominant over the allele for yellow fruit (f). This means F is a dominant allele, and f is a recessive allele.
+The tomato plant's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the tomato plant's phenotype for the fruit color trait must be yellow fruit. | Hint: In a group of tomato plants, some individuals have red fruit and others have yellow fruit. In this group, the gene for the fruit color trait has two alleles. The allele for red fruit (F) is dominant over the allele for yellow fruit (f).
+A certain tomato plant from this group has the homozygous genotype ff for the fruit color gene."
+"Question: Which object has the least thermal energy? | Choices: [a crayon at a temperature of 21°C, a crayon at a temperature of 6°C, a crayon at a temperature of 11°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: All three crayons have the same mass but different temperatures. Since the 6°C crayon is the coldest, it has the least thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which object has the least thermal energy? | Choices: [a cookie at a temperature of 33°C, a cookie at a temperature of 23°C, a cookie at a temperature of 22°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: All three cookies have the same mass but different temperatures. Since the 22°C cookie is the coldest, it has the least thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Is a piece of gum a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a piece of gum is a good or a service, ask these questions:
+Is a piece of gum something you can touch? Yes.
+Is a piece of gum a job you might pay someone else to do? No.
+So, a piece of gum is a good."
+"Question: Which word would you find on a dictionary page with the following guide words?
+cedar - craft | Choices: [court, cannon] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since court is between the guide words cedar - craft, it would be found on that page."
+"Question: Based on this information, what is Figaro's phenotype for the ear type trait? | Choices: [curled ears, Ee] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Figaro's observable version of the ear type trait is curled ears. So, Figaro's phenotype for the ear type trait is curled ears. | Hint: In a group of American curl cats, some individuals have curled ears and others have straight ears. In this group, the gene for the ear type trait has two alleles. The allele E is for curled ears, and the allele e is for straight ears.
+Figaro, an American curl cat from this group, has curled ears. Figaro has one allele for curled ears and one allele for straight ears."
+"Question: Select the one animal that has all of the bird traits listed above. | Choices: [Bengal tigers are one of the world's largest living cats. They have black, white, and orange fur. Female Bengal tigers feed their offspring milk. Male Bengal tigers can be almost twice as large as females!, Steller's sea eagles have large wings with white and brown feathers. They use their sharp beaks to eat fish. Sea eagles build large, high nests for their eggs, which have greenish-white shells.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Birds have the following traits:
+They have feathers.
+They have wings.
+They have a beak.
+They make eggs with shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A Steller's sea eagle has the following traits:
+It has feathers.
+It has wings.
+It has a beak.
+It makes eggs with shells.
+A Steller's sea eagle has the traits of a bird. A Steller's sea eagle is a bird.
+A Bengal tiger has the following traits:
+It feeds its offspring milk.
+It has hair.
+A Bengal tiger does not have all of the traits of a bird. A Bengal tiger is a mammal. | Hint: Birds are a group of animals with similar traits. The following traits can be used to identify birds:
+They have feathers.
+They have wings.
+They have a beak.
+They make eggs with shells. Observe the animals and read the descriptions."
+"Question: Complete the statement.
+Boron trichloride is (). | Choices: [a compound, an elementary substance] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: You can tell whether boron trichloride is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for boron trichloride is BCl3. This formula contains two symbols: B for boron and Cl for chlorine. So, the formula tells you that boron trichloride is made of two chemical elements bonded together.
+Substances made of two or more chemical elements bonded together are compounds. So, boron trichloride is a compound. | Hint: Boron trichloride can be used to speed up certain types of chemical reactions. The chemical formula for boron trichloride is BCl3."
+"Question: Would you find the word boil on a dictionary page with the following guide words?
+barge - birch | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since boil is not between the guide words barge - birch, it would not be found on that page."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [According to Katie, Willie Mays hit 660 career home runs, although Joe DiMaggio had a higher batting average. She said that he is her favorite player., According to Katie, Willie Mays hit 660 career home runs, although Joe DiMaggio had a higher batting average. She said that Mays is her favorite player.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun he could refer to Joe Di Maggio or Willie Mays.
+The second answer choice shows a possible correction for the vague pronoun reference. He has been replaced with Mays.
+According to Katie, Willie Mays hit 660 career home runs, although Joe DiMaggio had a higher batting average. She said that Mays is her favorite player."
+"Question: Which sentence states a fact? | Choices: [Building the Great Wall of China took too long., It took hundreds of years to build the Great Wall of China.] | Task: closed choice | Subject: social science | Grade: grade8 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved true by research or observation.
+George Washington became president of the United States in 1789.
+This statement is a fact. It can be proved by researching what year George Washington was inaugurated president.
+An opinion is something that a person believes, thinks, or feels. An opinion can be supported by evidence, but it cannot be proved true.
+George Washington was a better president than Thomas Jefferson.
+This statement is an opinion. People can have different ideas about what makes someone a ""better"" president, so the statement cannot be proved. | Solution: The first sentence states a fact.
+It took hundreds of years to build the Great Wall of China.
+It can be proved by reading about the creation of the Great Wall.
+The second sentence states an opinion.
+Building the Great Wall of China took too long.
+Too long shows what a person believes, thinks, or feels. Another person might have a different opinion about how long is too long."
+"Question: What does the euphemism in this text suggest?
+Jessica is between jobs right now, so she's selling some of her old jewelry to help pay the bills. | Choices: [Jessica is working two different jobs., Jessica is unemployed.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The euphemism between jobs means that Jessica is unemployed."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her grammar and mechanics?
+Nearly out of breath, the door at the top of the stairs swings open, and I find myself on the main observation deck on the eighty-sixth floor of the Empire State Building. What a view there is! Looking down from this impressive landmark, New York City is displayed before me in every direction. To the southwest, the Statue of Liberty stands on Liberty Island in New York Harbor. This deck is one of the world's most famous movie sets, and it's also where my father proposed to my mother in 1995. | Choices: [by fixing sentence fragments, by correcting misplaced modifiers, by fixing run-on sentences] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her grammar and mechanics by correcting misplaced modifiers.
+For example, the writer could revise the text so that Nearly out of breath modifies I instead of the door and Looking down from this impressive landmark modifies I instead of New York City.
+Nearly out of breath, the door at the top of the stairs swings open, and I find myself on the main observation deck on the eighty-sixth floor of the Empire State Building. What a view there is! Looking down from this impressive landmark, New York City is displayed before me in every direction. To the southwest, the Statue of Liberty stands on Liberty Island in New York Harbor. This deck is one of the world's most famous movie sets, and it's also where my father proposed to my mother in 1995."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [A lichen is composed of an alga and a fungus. They name lichens based on the species of fungus., A lichen is composed of an alga and a fungus. Biologists name lichens based on the species of fungus.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.
+The second answer choice shows a possible correction for the vague pronoun reference. They has been replaced with biologists.
+A lichen is composed of an alga and a fungus. Biologists name lichens based on the species of fungus."
+"Question: Which is a compound sentence? | Choices: [The American Philatelic Society is a group for stamp collectors., Canadian geese are flying south, so winter must be coming.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.
+Canadian geese are flying south, so winter must be coming."
+"Question: Select the gas. | Choices: [rain, baseball cap, air inside a tire, ring] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Identify solids, liquids, and gases | Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
+Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
+When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
+Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
+When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
+Many gases are invisible. Air is a gas. | Solution: A baseball cap is a solid. A solid has a size and shape of its own. If you put a baseball cap on your head, the baseball cap will still have a size and shape of its own.
+The air inside a tire is a gas. A gas expands to fill a space. The air in a tire expands to fill all the space inside the tire. If air leaks out, it will expand into the space around the tire.
+Rain is a liquid. A liquid takes the shape of any container it is in. If you put rainwater into a bucket, the rainwater will take the shape of the bucket. But the rainwater will still take up the same amount of space.
+A ring is a solid. A solid has a size and shape of its own. A ring keeps its shape, even when you take it off your finger."
+"Question: Is this a run-on sentence?
+I was incredibly bored at the party; on the other hand, my younger sister had a fabulous time. | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.
+I was incredibly bored at the party; on the other hand, my younger sister had a fabulous time."
+"Question: Suppose Kayla decides to make minestrone soup. Which result would be a cost? | Choices: [The minestrone soup will be tastier than the cream of mushroom soup would have been., Kayla will spend more time making the minestrone soup than she would have spent making the cream of mushroom soup.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Kayla wants or needs:
+Kayla will spend more time making the minestrone soup than she would have spent making the cream of mushroom soup. | Hint: Kayla is deciding whether to make minestrone soup or cream of mushroom soup for dinner. She wants dinner to be as tasty as possible. But she is also hungry and wants to eat soon."
+"Question: Which is a compound sentence? | Choices: [Do you want biscuits and jam for breakfast, or would you like some scrambled eggs?, According to many scholars, the 1798 publication of Lyrical Ballads by Samuel Taylor Coleridge and William Wordsworth began the romantic period in English literature.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction or.
+Do you want biscuits and jam for breakfast, or would you like some scrambled eggs?"
+"Question: Select the elementary substance. | Choices: [platinum (Pt), sulfur dioxide (SO2), hydrazine (N2H4)] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Identify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for sulfur dioxide contains two symbols: S for sulfur and O for oxygen. So, sulfur dioxide is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, sulfur dioxide is a compound, not an elementary substance. The chemical formula for hydrazine contains two symbols: N for nitrogen and H for hydrogen. So, hydrazine is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, hydrazine is a compound, not an elementary substance. The chemical formula for platinum contains one symbol: Pt. So, platinum is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, platinum is an elementary substance."
+"Question: Which is a compound sentence? | Choices: [Madison Chock and Gracie Gold were two American figure skaters in the Sochi 2014 Olympics., On the ferry to Ellis Island, Eliana took a photograph, and now it's sitting in a frame on her dresser at home.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction and.
+On the ferry to Ellis Island, Eliana took a photograph, and now it's sitting in a frame on her dresser at home."
+"Question: Which figure of speech is used in this text?
+I know that I know nothing.
+—attributed to Socrates | Choices: [euphemism, paradox] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+I know that I know nothing at first appears to be contradictory: by admitting that you know nothing, you admit that you must know something. However, it contains some truth: it is possible to be conscious of one's limitations."
+"Question: Which figure of speech is used in this text?
+Erin Brockovich, a single mother with no legal training, helped win a daunting court battle against a Goliath energy company. | Choices: [allusion, onomatopoeia] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+Goliath alludes to the giant warrior in the Bible who was defeated by a much smaller opponent, David."
+"Question: Select the solid. | Choices: [fruit punch, garbage can, wet paint, vinegar] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Identify solids, liquids, and gases | Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
+Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
+When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
+Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
+When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
+Many gases are invisible. Air is a gas. | Solution: Wet paint is a liquid. A liquid takes the shape of any container it is in. If you pour wet paint out of a can, the paint will change shape. But the wet paint will still take up the same amount of space.
+Fruit punch is a liquid. A liquid takes the shape of any container it is in. If you pour fruit punch into a cup, the punch will take the shape of the cup. But the punch will still take up the same amount of space.
+A garbage can is a solid. A solid has a size and shape of its own. You can open or close a garbage can. But it will still have a size and shape of its own.
+Vinegar is a liquid. A liquid takes the shape of any container it is in. If you pour vinegar into a different container, the vinegar will take the shape of that container. But the vinegar will still take up the same amount of space."
+"Question: Which text uses the word nauseous in its traditional sense? | Choices: [Shivani couldn't tolerate the nauseous odor emanating from the landfill, so she rolled up her car windows as she drove past., The odor emanating from the landfill made Shivani so nauseous that she had to roll up the car windows as she drove past.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses nauseous in its traditional sense: causing disgust or nausea.
+Shivani couldn't tolerate the nauseous odor emanating from the landfill, so she rolled up her car windows as she drove past.
+The second text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.
+The odor emanating from the landfill made Shivani so nauseous that she had to roll up the car windows as she drove past.
+Most style guides recommend to use the traditional sense of the word nauseous because it is considered more standard."
+"Question: Which object has the most thermal energy? | Choices: [a blueberry muffin at a temperature of 32°C, a blueberry muffin at a temperature of 24°C, a blueberry muffin at a temperature of 19°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three blueberry muffins have the same mass but different temperatures. Since the 32°C muffin is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: What does the metaphor in this text suggest?
+He reads incessantly; new ideas are food for his mind. | Choices: [He is never satisfied with what he reads., He is stimulated by new ideas.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town. | Solution: The text uses a metaphor, comparing two things that are not actually alike without using like or as.
+The metaphor ideas are food suggests that he is stimulated by new ideas. Food is energizing to the body, just as ideas are energizing to the mind."
+"Question: What information supports the conclusion that Nate inherited this trait? | Choices: [Nate likes to wear a blue sweater to match his blue eyes., Nate's mother has blue eyes. She passed this trait down to Nate.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Nate has blue eyes."
+"Question: Which tense does the sentence use?
+The Pattons will stay at an inn on the island. | Choices: [past tense, present tense, future tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, stay. The verb tells you about something that is going to happen."
+"Question: Select the living thing. | Choices: [stop sign, van, rhinoceros beetle, house] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
+All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
+All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A rhinoceros beetle is a living thing.
+Rhinoceros beetles grow and respond to their environment. They need food and water. Rhinoceros beetles are made up of many cells.
+A stop sign is not a living thing.
+Stop signs do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
+A van is not a living thing.
+A van does not have all the traits of a living thing. Vans need energy, but they do not eat food. They get energy from gasoline or electricity. Vans do not grow.
+A house is not a living thing.
+Houses do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Mrs. Herman's phone rang just as she finished brewing Amy a cup of tea., Just as Mrs. Herman finished brewing Amy a cup of tea, her phone rang.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun her could refer to Mrs. Herman's or Amy's.
+Just as Mrs. Herman finished brewing Amy a cup of tea, her phone rang.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Mrs. Herman's phone rang just as she finished brewing Amy a cup of tea."
+"Question: Is this a run-on sentence?
+In 1941, automaker Henry Ford wrote a letter to Indian leader Mahatma Gandhi to express his admiration, in response, Gandhi sent Ford a manual spinning wheel. | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is a run-on sentence. It is a comma splice formed from two sentences run together, joined by just a comma.
+In 1941, automaker Henry Ford wrote a letter to Indian leader Mahatma Gandhi to express his admiration, in response, Gandhi sent Ford a manual spinning wheel.
+Here is one way to fix the run-on sentence:
+In 1941, automaker Henry Ford wrote a letter to Indian leader Mahatma Gandhi to express his admiration; in response, Gandhi sent Ford a manual spinning wheel."
+"Question: Based on this information, what is Sage's phenotype for the coat pattern trait? | Choices: [white spots, aa] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Sage's observable version of the coat pattern trait is white spots. So, Sage's phenotype for the coat pattern trait is white spots. | Hint: In a group of cows, some individuals have solid coloring and others have white spots. In this group, the gene for the coat pattern trait has two alleles. The allele A is for solid coloring, and the allele a is for white spots.
+Sage, a cow from this group, has white spots. Sage has two alleles for white spots."
+"Question: Which text uses the word travesty in its traditional sense? | Choices: [Darnell realized that his essay about the Space Race was a bit inaccurate, but he still thought it a travesty that such an entertaining essay should receive a poor grade., Darnell's ill-researched essay about the Space Race received a poor grade because it presented such a travesty of the actual historical events.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses travesty in its traditional sense: a ridiculous imitation; a parody.
+Darnell's ill-researched essay about the Space Race received a poor grade because it presented such a travesty of the actual historical events.
+The second text uses travesty in its nontraditional sense: a disappointment or a tragedy.
+Darnell realized that his essay about the Space Race was a bit inaccurate, but he still thought it a travesty that such an entertaining essay should receive a poor grade.
+Most style guides recommend to use the traditional sense of the word travesty because it is considered more standard."
+"Question: Which tense does the sentence use?
+We will pack our suitcases in the morning. | Choices: [past tense, present tense, future tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, pack. The verb tells you about something that is going to happen."
+"Question: What information supports the conclusion that Joel acquired this trait? | Choices: [Joel's neighbor taught him how to repair a kite., Joel's friend taught him how to fly a kite., Joel likes to fly a kite with his younger brother.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Joel knows how to fly a kite."
+"Question: Which correctly shows the title of a movie? | Choices: [The Adventures of ichabod and mr. Toad, The Adventures of Ichabod and Mr. Toad] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The words of and and are not important, so they should not be capitalized.
+The correct title is The Adventures of Ichabod and Mr. Toad."
+"Question: Which phrase has a more negative connotation? | Choices: [an eager person, an impatient person] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: An impatient person has a more negative connotation. An impatient person is often rude, pushy, or demanding. An eager person is excited and happy."
+"Question: What information supports the conclusion that Dakota acquired this trait? | Choices: [Dakota's scar was caused by an accident. She cut her arm when she fell off her bicycle., Dakota's scar is on her right elbow. Her father also has a scar on his right elbow., Dakota's sister has a bruise from falling on her elbow.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Dakota has a scar on her right elbow."
+"Question: Which is a run-on sentence? | Choices: [Derek's favorite season is fall, it is cool outside., Darkness comes quickly on long winter nights.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Derek's favorite season is fall, it is cool outside is a run-on sentence. It has two sentences that are joined by just a comma: Derek's favorite season is fall and It is cool outside."
+"Question: How long does it take to do the laundry? | Choices: [1 hour, 1 minute] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to do the laundry is 1 hour.
+1 minute is too fast. | Hint: Select the better estimate."
+"Question: Which is a complete sentence? | Choices: [The farmers pick the corn and beans., That awful noise from the large factory.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: The farmers pick the corn and beans is a complete sentence. The subject is the farmers, and the verb is pick."
+"Question: What does the idiom in this text suggest?
+Jackie submitted her suggestions to Reid; now the ball is in his court. | Choices: [Reid needs to act next., Reid has some difficult work to do.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom the ball is in his court suggests that Reid needs to act next. In tennis, when the ball is in a player's court, it is that person's turn."
+"Question: Local governments serve which places? | Choices: [countries, towns, cities, and counties, states] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: civics | Skill: Local government | Lecture: nan | Solution: Local governments serve counties, cities, and towns.
+What is a county?
+Most states are divided into areas called counties. For example, here is a map of the counties in Florida:
+Two states have different names for counties. Louisiana is divided into parishes. Alaska is divided into boroughs.
+In most states, county governments are the highest level of local government. But some states do not have county governments at all. In these states, town and city governments are the highest level of local government."
+"Question: Which word would you find on a dictionary page with the following guide words?
+ahead - alas | Choices: [ailing, are] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since ailing is between the guide words ahead - alas, it would be found on that page."
+"Question: Assume all other forces on Austin are balanced. Which statement describes the forces on Austin? | Choices: [The forces are unbalanced, so there is a net force on Austin., The forces are balanced, so there is no net force on Austin.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Balanced and unbalanced forces | Lecture: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
+When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
+When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | Solution: To determine if there is a net force on Austin, look at the forces:
+Earth's gravity is pulling Austin down with a force of 400 N.
+The diving board is pushing Austin up with a force of 400 N.
+The forces are in opposite directions, and the forces have the same magnitude: 400 N. This means that the forces are balanced, so there is no net force on Austin. | Hint: Austin is standing on a diving board at the pool. Earth's gravity is pulling down on Austin with a force of 400N. The diving board is pushing up on Austin with a force of 400N."
+"Question: Which is a sentence fragment? | Choices: [The queen's beautiful crown and colorful costume., The bread has flour, butter, salt, and water in it.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: The queen's beautiful crown and colorful costume is a sentence fragment. It is missing a verb."
+"Question: Christmas is a holiday in which religion? | Choices: [Islam, Judaism, Hinduism, Christianity] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: culture | Skill: Christmas | Lecture: nan | Solution: Christmas is a holiday in Christianity.
+People who believe in Christianity are called Christians. There are Christians all over the world. Christmas is celebrated in many different countries."
+"Question: Which figure of speech is used in this text?
+I can resist everything except temptation.
+—Oscar Wilde, Lady Windermere's Fan | Choices: [paradox, oxymoron] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+I can resist everything except temptation at first appears to be contradictory, as resisting something requires not giving in to temptation. However, it contains some truth: it's easy to resist doing things that are not tempting in the first place."
+"Question: Suppose Susan decides to join the Photography Club. Which result would be a cost? | Choices: [Susan will have more fun in the Photography Club than she would have had in the Theater Club., Susan will spend more time in the Photography Club than she would have spent in the Theater Club.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Susan wants or needs:
+Susan will spend more time in the Photography Club than she would have spent in the Theater Club. | Hint: Susan is deciding whether to join the Photography Club or the Theater Club at school. She wants the club she joins to be fun. But she doesn't want it to take up too much time."
+"Question: Which drop of honey has a lower temperature? | Choices: [the drop of honey with less thermal energy, the drop of honey with more thermal energy] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two drops of honey are made of the same material and have the same mass. So, the drop of honey with less thermal energy has a lower temperature. | Hint: Two drops of honey are identical except for their thermal energies."
+"Question: What does the allusion in this text suggest?
+With the gutters clogged and water rising in the streets, Kaylee, who was watching the storm from her window, commented, ""We're going to need an ark to get out of here."" | Choices: [Kaylee wants to protect her possessions., Kaylee thinks the storm will cause major flooding.] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+The allusion to an ark suggests that Kaylee thinks the storm will cause major flooding. In the Bible, it rains for forty days and forty nights; Noah, his family, and animals of every species survive the great flood in an ark that he builds."
+"Question: Which figure of speech is used in this text?
+Erik remarked that the new book on anti-gravity was impossible to put down. | Choices: [alliteration, pun] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses a pun, a word or phrase that humorously suggests more than one meaning.
+Impossible to put down means that the book is so good that it is hard to stop reading. The phrase impossible to put down is also a joke about anti-gravity: if gravity pulls things down, perhaps anti-gravity does the opposite and makes them impossible to put down."
+"Question: Which is a complex sentence? | Choices: [In June, Lexi and Todd will graduate with honors from Yardley High School., Jonathan will lend us money for the tickets if we promise to repay him by the end of the year.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction if.
+Jonathan will lend us money for the tickets if we promise to repay him by the end of the year."
+"Question: Which correctly shows the title of a short story? | Choices: [""Polly Helps a Friend"", ""polly Helps a friend""] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word a is not important, so it should not be capitalized.
+The correct title is ""Polly Helps a Friend."""
+"Question: Which logical fallacy is used in the text?
+Mr. Howell's class is so boring! Why are all literature classes so dull? | Choices: [bandwagon fallacy: the assumption that the popular choice is automatically correct, hasty generalization: a broad claim based on too few observations, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that a single boring class indicates that all classes on the same topic are dull. However, this isn't necessarily true. This illustrates a type of logical fallacy known as a hasty generalization."
+"Question: Select the vertebrate. | Choices: [common octopus, turkey vulture, hissing cockroach, praying mantis] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: Like other octopuses, a common octopus is an invertebrate. It does not have a backbone. It has a soft body.
+A praying mantis is an insect. Like other insects, a praying mantis is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A turkey vulture is a bird. Like other birds, a turkey vulture is a vertebrate. It has a backbone.
+A hissing cockroach is an insect. Like other insects, a hissing cockroach is an invertebrate. It does not have a backbone. It has an exoskeleton. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Which text uses the word peruse in its traditional sense? | Choices: [Jack perused the nails in the hardware aisle for almost an hour, trying to figure out which type would be best for his project., Before returning to the stockroom, Jack briefly perused the nails in the hardware aisle to see if anything needed to be restocked.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses peruse in its traditional sense: to examine in detail.
+Jack perused the nails in the hardware aisle for almost an hour, trying to figure out which type would be best for his project.
+The second text uses peruse in its nontraditional sense: to look through in a casual manner.
+Before returning to the stockroom, Jack briefly perused the nails in the hardware aisle to see if anything needed to be restocked.
+Most style guides recommend to use the traditional sense of the word peruse because it is considered more standard."
+"Question: Is this a run-on sentence?
+In 2004, the Cassini spacecraft arrived on Saturn and began photographing Saturn's moon Titan, revealing a number of lakes, rivers, and seas on the moon's frozen surface. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.
+In 2004, the Cassini spacecraft arrived on Saturn and began photographing Saturn's moon Titan, revealing a number of lakes, rivers, and seas on the moon's frozen surface."
+"Question: Which soap bubble has a higher temperature? | Choices: [the soap bubble with less thermal energy, the soap bubble with more thermal energy] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two soap bubbles are made of the same material and have the same mass. So, the soap bubble with more thermal energy has a higher temperature. | Hint: Two soap bubbles are identical except for their thermal energies."
+"Question: Read the following text from a student essay. How can the writer best improve his or her ideas and development?
+The Servicemen's Readjustment Act, also known as the G.I. Bill, gave veterans money to pay college costs and buy books and supplies. Ex-servicemen were also eligible to receive low-interest home loans so that they could afford to buy their own homes, as well as commercial loans to set up their own businesses. One of the more controversial aspects of the bill was the provision of unemployment benefits to the veterans who were unable to find jobs. | Choices: [by stating the main idea clearly, by removing a second main idea] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: When you review a fellow student's writing, try to make your feedback clear and specific. You can use questions such as the following to guide your feedback:
+Ideas and development: Does the writer express a clear main idea and develop it with evidence, examples, and analysis?
+Organization: Does the writer order ideas in a clear, logical way so that the ideas build on one another and are easy to follow?
+Sentence fluency: Do the writer's sentences vary in structure and length, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely, avoiding excessive repetition or inappropriate language to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer use accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her ideas and development by stating the main idea clearly.
+For example, the writer could add a main idea statement before the underlined sentence, such as The Servicemen's Readjustment Act of 1944 was a widely influential bill that helped veterans in many ways.
+The Servicemen's Readjustment Act, also known as the G.I. Bill, gave veterans money to pay college costs and buy books and supplies. Ex-servicemen were also eligible to receive low-interest home loans so that they could afford to buy their own homes, as well as commercial loans to set up their own businesses. One of the more controversial aspects of the bill was the provision of unemployment benefits to the veterans who were unable to find jobs."
+"Question: How long is a long-distance running race? | Choices: [13 kilometers, 13 centimeters] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?
+The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.
+There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.
+There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. | Solution: The better estimate for the length of a long-distance running race is 13 kilometers.
+13 centimeters is too short. | Hint: Select the better estimate."
+"Question: Which sentence states a fact? | Choices: [Mia Hamm was the most impressive soccer player in the history of the United States Women's National Team., Mia Hamm helped her soccer team at the University of North Carolina at Chapel Hill win four NCAA titles.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved by research or observation.
+Napoleon Bonaparte was shorter than King Louis XVI.
+The statement above is a fact. The statement can be proved by researching the height of each man and comparing them.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved.
+Napoleon Bonaparte was a better leader than King Louis XVI.
+The statement above is an opinion. People can have different ideas about what makes someone a ""better"" leader, so the statement cannot be proved. | Solution: The second sentence states a fact.
+Mia Hamm helped her soccer team at the University of North Carolina at Chapel Hill win four NCAA titles.
+It can be proved by reading a biography of Mia Hamm.
+The first sentence states an opinion.
+Mia Hamm was the most impressive soccer player in the history of the United States Women's National Team.
+Most impressive shows what a person believes, thinks, or feels. Another person might have a different opinion about which player in the team's history is the most impressive."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [After Robert graduates, he plans to travel around Europe with his brother., Robert plans to travel around Europe with his brother after he graduates.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: pronouns | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun he could refer to Robert or his brother.
+Robert plans to travel around Europe with his brother after he graduates.
+The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+After Robert graduates, he plans to travel around Europe with his brother."
+"Question: Select the invertebrate. | Choices: [human, puffin, golden orb-weaver, cardinalfish] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: Like other spiders, a golden orb-weaver is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A human is a mammal. Like other mammals, a human is a vertebrate. It has a backbone.
+A puffin is a bird. Like other birds, a puffin is a vertebrate. It has a backbone.
+A cardinalfish is a fish. Like other fish, a cardinalfish is a vertebrate. It has a backbone. | Hint: Hint: Insects, spiders, and worms are invertebrates."
+"Question: Would you find the word steadily on a dictionary page with the following guide words?
+screen - surf | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since steadily is between the guide words screen - surf, it would be found on that page."
+"Question: Which is the most flexible? | Choices: [ice rink, silk necktie, glass marbles] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Flexible is a property. A flexible material can be bent without breaking easily.
+Look at each picture, one at a time. Imagine bending the material shown in each picture.
+Of the choices, the silk necktie is the most flexible. If you fold silk fabric, it will not break."
+"Question: What do these two changes have in common?
+ice crystals forming on a window
+water freezing into ice | Choices: [Both are caused by cooling., Both are caused by heating., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Ice crystals forming on a window is a change of state. So, it is a physical change. Water vapor in the air can change directly into ice when it touches a very cold window! A change of state from a gas to a solid is called depositing.
+Water freezing into ice is a change of state. So, it is a physical change. The water changes from solid to liquid. But the ice is still made of the same type of matter as the liquid water.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Both changes are caused by cooling."
+"Question: What is the mass of a can of soup? | Choices: [14 pounds, 14 ounces, 14 tons] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a can of soup is 14 ounces.
+14 pounds and 14 tons are both too heavy. | Hint: Select the best estimate."
+"Question: Which figure of speech is used in this text?
+Common sense is not so common.
+—attributed to Voltaire | Choices: [anaphora, paradox] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Common sense is not so common at first appears to be contradictory, as common sense refers to basic good judgment shared by most people. However, it contains some truth: many people do not use good sense or judgment in their actions."
+"Question: Is there a surplus or a shortage of scarves? | Choices: [surplus, shortage] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Identify shortage and surplus | Lecture: There is a surplus if there is too much for sale at a given price.
+There is a shortage if there is not enough for sale at a given price.
+Surpluses and shortages usually happen when people who are selling goods or services charge too much or too little.
+When the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.
+When the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage. | Solution: At the current price, there are not enough scarves for sale. There are 50 scarves for sale, but 85 people want to buy one.
+So, there is a shortage of scarves. | Hint: A clothing store has 50 scarves for sale. Each scarf costs $17. At that price, 85 people want to buy one."
+"Question: What is the volume of a kiddie pool? | Choices: [1,085 liters, 1,085 milliliters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a kiddie pool is 1,085 liters.
+1,085 milliliters is too little. | Hint: Select the better estimate."
+"Question: What information supports the conclusion that Kenny inherited this trait? | Choices: [Kenny's mother has blue eyes. She passed this trait down to Kenny., Kenny likes to wear a blue sweater to match his blue eyes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Kenny has blue eyes."
+"Question: Which type of sentence is this?
+The weather forecast had predicted severe thunderstorms, but the dark, heavy thunderclouds never materialized. | Choices: [complex, simple, compound, compound-complex] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction but.
+The weather forecast had predicted severe thunderstorms, but the dark, heavy thunderclouds never materialized."
+"Question: What kind of sentence is this?
+I couldn't believe how talented those trapeze artists were! | Choices: [interrogative, declarative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence."
+"Question: Which figure of speech is used in this text?
+Dr. Shelton is unhappy with her new assistant because simple tasks, like fetching coffee, take him years to finish. | Choices: [anaphora, hyperbole] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+Take him years to finish is an exaggeration, since it probably does not take him entire years to fetch coffee."
+"Question: Does the sentence use a simile or a metaphor?
+If we wake him too early, our dad is a grumpy bear. | Choices: [metaphor, simile] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: If we wake him too early, our dad is a grumpy bear.
+The words dad and bear are compared without the word like or as. So, the sentence uses a metaphor."
+"Question: What information supports the conclusion that Edmond inherited this trait? | Choices: [Edmond's coworker also has curly hair., Edmond and his biological parents have brown hair., Edmond's biological father has curly hair.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Edmond has curly hair."
+"Question: Would you find the word steadily on a dictionary page with the following guide words?
+solo - support | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since steadily is between the guide words solo - support, it would be found on that page."
+"Question: What is the source of the allusion in the sentence below?
+Olivia was known among her coworkers for her spartan ways. | Choices: [Shakespeare, Greek history] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion spartan is Greek history.
+Soldiers from the city of Sparta in ancient Greece were known for their self-restraint, self-discipline, and indifference to luxury.
+The allusion spartan means simple and austere."
+"Question: Which word does not rhyme? | Choices: [goal, meal, seal] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words seal and meal rhyme. They both end with the eal sound.
+The word goal does not rhyme. It ends with a different sound."
+"Question: Which figure of speech is used in this text?
+Dr. Wilkinson is unhappy with her new assistant because simple tasks, like fetching coffee, take him years to finish. | Choices: [oxymoron, hyperbole] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+Take him years to finish is an exaggeration, since it probably does not take him entire years to fetch coffee."
+"Question: What information supports the conclusion that Tanvi acquired this trait? | Choices: [Both Tanvi and her father grow sunflowers., Last summer, Tanvi's neighbor showed her how to grow sunflowers., Tanvi likes to visit sunflower fields.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Tanvi knows how to grow sunflowers."
+"Question: Which is a run-on sentence? | Choices: [The little boy popped a big bubble., Nora just moved here, she's new to our country.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Nora just moved here, she's new to our country is a run-on sentence. It has two sentences that are joined by just a comma: Nora just moved here and She's new to our country."
+"Question: Which figure of speech is used in this text?
+For the time being, certainly, it had been found necessary to make a readjustment of rations (Squealer always spoke of it as a ""readjustment,"" never as a ""reduction"") . . .
+—George Orwell, Animal Farm | Choices: [euphemism, antithesis] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+A readjustment of rations is an indirect way of saying that food rations would be decreased."
+"Question: What is the source of the allusion in the sentence below?
+Much to our shock, Josh chose to turn the other cheek when Olivia insulted him in a meeting. | Choices: [a song, the Bible] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion turn the other cheek is the Bible.
+In the Bible, Jesus counsels his followers to resist retaliation. He says that if they are struck on the right cheek, they shouldn't lash out; instead, they should turn the other cheek toward their attacker.
+The allusion turn the other cheek means to respond without aggression."
+"Question: Which figure of speech is used in this text?
+""This mattress is as soft as concrete,"" Oscar complained as he tested the bed in his hotel room. | Choices: [pun, verbal irony] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As soft as concrete shows verbal irony because concrete is not soft."
+"Question: What does the allusion in this text suggest?
+With the gutters clogged and water rising in the streets, Bonnie, who was watching the storm from her window, commented, ""We're going to need an ark to get out of here."" | Choices: [Bonnie thinks the storm will cause major flooding., Bonnie wants to protect her possessions.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Interpret the figure of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+The allusion to an ark suggests that Bonnie thinks the storm will cause major flooding. In the Bible, it rains for forty days and forty nights; Noah, his family, and animals of every species survive the great flood in an ark that he builds."
+"Question: Which is a complex sentence? | Choices: [I can review the draft of your story unless you're still editing it., Her dog happily fetched his tennis ball from the muddy puddle and eagerly waited for her to throw it again.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction unless.
+I can review the draft of your story unless you're still editing it."
+"Question: Is the following trait inherited or acquired?
+Darnel has a scar on his right leg. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: What do these two changes have in common?
+mixing lettuce and salad dressing
+carving a piece of wood | Choices: [Both are caused by cooling., Both are chemical changes., Both are caused by heating., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Mixing lettuce and salad dressing is a physical change. Together, the salad and dressing make a mixture. But making this mixture does not form a different type of matter.
+Carving a piece of wood is a physical change. The wood changes shape, but it is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Select the living thing. | Choices: [garden snail, book] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. Living things use this energy to grow and change. All living things grow and change during their lives.
+All living things sense changes in the world around them. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A garden snail is a living thing.
+Garden snails grow and respond to the world around them. They need food and water.
+A book is not a living thing.
+Books do not have all of the traits of living things. They do not grow or respond to the world around them. They do not need food or water."
+"Question: Using only these supplies, which question can Zoe investigate with an experiment? | Choices: [When placed in the sun, will eight ounces of water in a glass jar or eight ounces of water in a plastic cup get warmer?, When placed in the sun, will eight ounces of water in a closed jar or eight ounces of water in an open jar get warmer?, Will eight ounces of carbonated water or eight ounces of tap water get warmer when placed in a jar in the sun?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Zoe leaves a glass jar of cold tea outside in full sunlight. When she goes to get it, she notices that the tea is warm. She wonders what factors affect how warm a liquid gets from sitting in the sunlight. So, she decides to design an experiment. She has the following supplies available:
+two identical glass jars
+two jar lids
+tap water
+a measuring cup
+two thermometers"
+"Question: Does this passage describe the weather or the climate?
+Doug complained that the air was too humid today. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Doug complained that the air was too humid today.
+Humidity is the amount of water in the air.
+This passage tells you about the humidity today where Doug lives. It describes the atmosphere at a certain place and time. So, this passage describes the weather."
+"Question: Compare the motion of three ships. Which ship was moving at the highest speed? | Choices: [a ship that moved 325kilometers north in 5hours, a ship that moved 85kilometers north in 5hours, a ship that moved 335kilometers south in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. | Solution: Look at the distance each ship moved and the time it took to move that distance. The direction each ship moved does not affect its speed.
+Notice that each ship moved for 5 hours. The ship that moved 335 kilometers moved the farthest distance in that time. So, that ship must have moved at the highest speed."
+"Question: Select the plant. | Choices: [Koalas eat leaves., Lavender bushes have many purple flowers.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A lavender bush is a plant. It has many purple flowers.
+Lavender has a sweet smell. Some people use the oil from lavender bushes for perfume.
+A koala is an animal. It eats leaves.
+Koalas spend most of their time in trees. They sleep for up to 20 hours a day!"
+"Question: Which sentence states a fact? | Choices: [Mummifying a pet cat is a strange thing to do., Some ancient Egyptians mummified, or preserved, their pets' bodies.] | Task: closed choice | Subject: social science | Grade: grade8 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved true by research or observation.
+George Washington became president of the United States in 1789.
+This statement is a fact. It can be proved by researching what year George Washington was inaugurated president.
+An opinion is something that a person believes, thinks, or feels. An opinion can be supported by evidence, but it cannot be proved true.
+George Washington was a better president than Thomas Jefferson.
+This statement is an opinion. People can have different ideas about what makes someone a ""better"" president, so the statement cannot be proved. | Solution: The second sentence states a fact.
+Some ancient Egyptians mummified, or preserved, their pets' bodies.
+It can be proved by researching ancient Eyptian culture.
+The first sentence states an opinion.
+Mummifying a pet cat is a strange thing to do.
+Strange shows what a person believes, thinks, or feels. Another person might have a different opinion about what actions are strange."
+"Question: Select the mixture. | Choices: [silver and gold, sugar] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Identify mixtures | Lecture: A pure substance is made of only one type of matter.
+A mixture is made of two or more types of matter mixed together. | Solution: nan"
+"Question: Which text uses the word can in its traditional sense? | Choices: [As they observed the animals on the open grassland, the wildlife photographer said to Evan, ""Did you know that cheetahs can run as fast as seventy-five miles per hour?"", As they observed the cheetahs on the open grassland, the wildlife photographer said to Evan, ""You can borrow my camera if you want.""] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses can in its traditional sense: to have the ability to.
+As they observed the animals on the open grassland, the wildlife photographer said to Evan, ""Did you know that cheetahs can run as fast as seventy-five miles per hour?""
+The first text uses can in its nontraditional sense: to have permission to.
+As they observed the cheetahs on the open grassland, the wildlife photographer said to Evan, ""You can borrow my camera if you want.""
+Most style guides recommend to use the traditional sense of the word can because it is considered more standard."
+"Question: Select the animal. | Choices: [Salmon swim in the water., Pumpkin vines have large flat leaves.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A salmon is an animal. It swims in the water.
+Unlike most other fish, salmon can live in both freshwater and seawater.
+A pumpkin vine is a plant. It has large flat leaves.
+The largest pumpkins can be as big as a car!"
+"Question: What does the idiom in this text suggest?
+In such an unfamiliar environment, Johnny was a fish out of water. | Choices: [Johnny felt out of place., Johnny didn't have any friends.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Interpret the figure of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom a fish out of water suggests that Johnny felt out of place. A fish out of water is someone out of his or her usual, comfortable environment."
+"Question: Which is a compound sentence? | Choices: [The forecast for tomorrow calls for strong winds and light rain., Reba was stung by a bee, so her finger is slightly swollen.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction so.
+Reba was stung by a bee, so her finger is slightly swollen."
+"Question: Is the following trait inherited or acquired?
+Winston has naturally brown hair. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Humans do not choose their natural hair color. Instead, children get their natural hair color from their parents. So, Winston's hair color is an inherited trait. | Hint: Hint: Some people dye their hair. But this does not change their natural hair color."
+"Question: Which word does not rhyme? | Choices: [think, pink, bank] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words think and pink rhyme. They both end with the ink sound.
+The word bank does not rhyme. It ends with a different sound."
+"Question: Which announcement is more formal? | Choices: [The Brookfield Law Firm is so happy to tell you . . ., The Brookfield Law Firm is pleased to announce . . .] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first announcement is more formal. It uses more elevated language (pleased to announce). The other announcement sounds more conversational (so happy)."
+"Question: What information supports the conclusion that Harper acquired this trait? | Choices: [Harper is most interested in human biology., Harper learned biology by reading, observing, and experimenting.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Harper knows a lot about biology."
+"Question: Which logical fallacy is used in the text?
+How could the Harry Potter movies not have won even one Academy Award? It's one of the most popular franchises of all time! | Choices: [false causation: the assumption that because two things happened together, one caused the other, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, bandwagon fallacy: the assumption that the popular choice is automatically correct] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that the Harry Potter franchise should have won an award because it's popular. However, the fact that a movie franchise is popular doesn't necessarily mean it's deserving of an award. This illustrates a type of logical fallacy known as the bandwagon fallacy."
+"Question: Which tense does the sentence use?
+We see a wide range of animals at the aquarium. | Choices: [present tense, past tense, future tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, see. The verb tells you about something that is true or happening now."
+"Question: What information supports the conclusion that Hunter inherited this trait? | Choices: [Hunter and his father both have short hair., Hunter's parents were born with straight hair. They passed down this trait to Hunter.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Hunter has straight hair."
+"Question: Select the solid. | Choices: [water in a bathtub, apple juice, plate] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Identify solids and liquids | Lecture: Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a shape of its own.
+Some solids can be bent or broken easily. Others are hard to bend or break.
+A glass cup is a solid. A sock is also a solid.
+When matter is a liquid, it takes the shape of its container.
+Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
+Juice is a liquid. Honey is also a liquid. | Solution: nan"
+"Question: Which figure of speech is used in this text?
+Bryan's leaving his job? That's old news. He's been planning that for months. | Choices: [euphemism, oxymoron] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Old news is a contradiction, because news is recent information."
+"Question: Which word would you find on a dictionary page with the following guide words?
+mama - mirror | Choices: [message, mole] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since message is between the guide words mama - mirror, it would be found on that page."
+"Question: Which word would you find on a dictionary page with the following guide words?
+trench - twist | Choices: [toboggan, turban] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since turban is between the guide words trench - twist, it would be found on that page."
+"Question: Select the animal that has a backbone. | Choices: [cardinalfish, wolf spider] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: Like other spiders, a wolf spider does not have a backbone. It has a hard outer cover.
+A cardinalfish is a fish. Like other fish, a cardinalfish has a backbone. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones."
+"Question: Suppose Chad decides to bake lemon muffins. Which result would be a cost? | Choices: [Chad will give up the chance to eat cornbread muffins. He thinks cornbread muffins are tastier than lemon muffins., Chad will get to eat more muffins. He can make more lemon muffins than cornbread muffins.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Chad wants or needs:
+Chad will give up the chance to eat cornbread muffins. He thinks cornbread muffins are tastier than lemon muffins. | Hint: Chad is deciding whether to bake cornbread muffins or lemon muffins. He wants the muffins to be tasty. But he also wants to make a lot of muffins."
+"Question: Which announcement is more formal? | Choices: [The Burlington Law Firm is so happy to tell you . . ., The Burlington Law Firm is pleased to announce . . .] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first announcement is more formal. It uses more elevated language (pleased to announce). The other announcement sounds more conversational (so happy)."
+"Question: The students start rolling their backpacks at the same speed. Which backpack is pulled with a larger force? | Choices: [a backpack carrying 8 pounds, a backpack carrying 7 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the backpack that is heavier.
+A backpack carrying 8 pounds is heavier than a backpack carrying 7 pounds. So, the backpack carrying 8 pounds needs to be pulled with a larger force to start rolling at the same speed as the other backpack. | Hint: Two students get ready to leave school. The students have the same rolling backpacks. Each student has different books in her backpack."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Jill roomed with Leah last year, but Leah's messiness became a point of contention., Jill roomed with Leah last year, but her messiness became a point of contention.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun her could refer to Jill's or Leah's.
+The second answer choice shows a possible correction for the vague pronoun reference. Her has been replaced with Leah's.
+Jill roomed with Leah last year, but Leah's messiness became a point of contention."
+"Question: Which is a simple sentence? | Choices: [During last night's game, the tall, lanky girl easily spiked the volleyball over the net and blocked all the other team's hits., I can review the draft of your story unless you're still editing it.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the simple sentence. It is a single independent clause.
+During last night's game, the tall, lanky girl easily spiked the volleyball over the net and blocked all the other team's hits."
+"Question: Which change better matches the sentence?
+The ground in an area shakes. | Choices: [earthquake, wildfire] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: earth-science | Skill: Classify changes to Earth's surface | Lecture: nan | Solution: nan"
+"Question: Suppose Lucy decides to join the Photography Club. Which result would be a cost? | Choices: [Lucy will save some time. She would have spent more time in the Theater Club than in the Photography Club., Lucy will give up the chance to be in the Theater Club. She would have had more fun in the Theater Club than in the Photography Club.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Lucy wants or needs:
+Lucy will give up the chance to be in the Theater Club. She would have had more fun in the Theater Club than in the Photography Club. | Hint: Lucy is deciding whether to join the Theater Club or the Photography Club at school. She wants the club she joins to be fun. But she doesn't want it to take up too much time."
+"Question: What information supports the conclusion that Tanvi acquired this trait? | Choices: [Tanvi can fly a plane on cloudy days and at night., A pilot taught Tanvi how to fly a plane., Tanvi is in the Air Force. She flies a plane almost every day.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Tanvi knows how to fly a plane."
+"Question: Which text uses the word random in its traditional sense? | Choices: [The final challenge of the contest was really random: participants had to choose three restaurants in town and serenade diners as they ate., For the final challenge of the contest, participants had to choose three random restaurants in town and serenade diners as they ate.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses random in its traditional sense: made or occurring without a definite pattern.
+For the final challenge of the contest, participants had to choose three random restaurants in town and serenade diners as they ate.
+The second text uses random in its nontraditional sense: odd or out of place.
+The final challenge of the contest was really random: participants had to choose three restaurants in town and serenade diners as they ate.
+Most style guides recommend to avoid using the nontraditional sense of the word random because it is generally considered incorrect."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [When Zoe researched Dachshunds, it said that they can be short-haired, wire-haired, or long-haired., When Zoe researched Dachshunds, the breed standard said that they can be short-haired, wire-haired, or long-haired.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.
+The second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the breed standard.
+When Zoe researched Dachshunds, the breed standard said that they can be short-haired, wire-haired, or long-haired."
+"Question: Is the following trait inherited or acquired?
+Jason can play the xylophone. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play the xylophone. Instead, some people learn how to play. So, playing the xylophone is an acquired trait. | Hint: Hint: Playing an instrument well takes practice."
+"Question: Complete the sentence.
+Roasting a marshmallow over a campfire is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Roasting a marshmallow is a chemical change. The type of matter on the outside of the marshmallow changes. As a marshmallow is roasted, it turns brown and crispy."
+"Question: Which figure of speech is used in this text?
+Tear it down, my wife said. Tear it down, my friends said. Tear it down, the neighbors said. But I did not tear it down; I renovated that shed and made it my own personal music studio. | Choices: [apostrophe, anaphora] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses anaphora, the repetition of the same word or words at the beginning of several phrases or clauses.
+The words tear it down are repeated at the beginning of each sentence."
+"Question: Using only these supplies, which question can Addison investigate with an experiment? | Choices: [Does a rubber inner tube sled or a plastic sled go faster down a hill?, Does a rubber inner tube sled go faster down a small hill or down a big hill?, Does a plastic sled or a wooden sled go down a hill faster?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Addison is sledding with her friends. She notices that some of them go faster down the sledding hill. She wonders what factors affect sledding speed. So, she decides to design an experiment. She has the following supplies available:
+access to a small snow-covered hill at the park
+a small plastic sled
+a large plastic sled
+a rubber inner tube sled
+a stopwatch"
+"Question: Is this a sentence fragment?
+In the early 1800s, yellow fever, a viral disease spread by mosquitoes, not by unsanitary conditions as was believed at the time. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify sentence fragments | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A sentence fragment is a group of words that does not express a complete thought.
+Rehearsing daily because we have a concert in two weeks.
+This fragment is missing a subject. It doesn't tell who is rehearsing.
+The band I'm in.
+This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
+Because we have a concert in two weeks.
+This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | Solution: This is a sentence fragment. It does not express a complete thought.
+In the early 1800 s, yellow fever, a viral disease spread by mosquitoes, not by unsanitary conditions as was believed at the time.
+Here is one way to fix the sentence fragment:
+In the early 1800 s, yellow fever, a viral disease, was spread by mosquitoes, not by unsanitary conditions as was believed at the time."
+"Question: Is the following statement true or false?
+Animal cells do not have cytoplasm. | Choices: [true, false] | Task: true-or false | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Cell part functions: true or false | Lecture: nan | Solution: Animal cells do not have cytoplasm.
+This statement is false. All cells have cytoplasm. The cytoplasm fills and maintains the space inside the cell."
+"Question: Select the invertebrate. | Choices: [lionfish, penguin, julia butterfly, grizzly bear] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A lionfish is a fish. Like other fish, a lionfish is a vertebrate. It has a backbone.
+A penguin is a bird. Like other birds, a penguin is a vertebrate. It has a backbone.
+A grizzly bear is a mammal. Like other mammals, a grizzly bear is a vertebrate. It has a backbone.
+A julia butterfly is an insect. Like other insects, a julia butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton. | Hint: Hint: Insects, spiders, and worms are invertebrates."
+"Question: Which logical fallacy is used in the text?
+If you don't do tonight's homework, it'll become a habit, and eventually you'll end up at a dead-end job. | Choices: [guilt by association: a negative association intended to discredit someone or something, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, bandwagon fallacy: the assumption that the popular choice is automatically correct] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that not doing tonight's homework will lead to a dead-end job. However, this argument only offers one extreme and unlikely outcome. This illustrates a type of logical fallacy known as the slippery slope fallacy."
+"Question: Which would stretch more? | Choices: [cotton head band, wax crayons] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Stretchy is a property. A stretchy material gets longer when you pull on it.
+Look at each picture, one at a time. Imagine pulling on the material shown in each picture.
+Of the choices, the cotton head band would stretch more. If you pull the ends of a cotton headband, it will get longer."
+"Question: Which type of sentence is this?
+An avid reader, Logan attends weekly book club meetings, and he finishes several novels every month. | Choices: [compound, simple, compound-complex, complex] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+An avid reader, Logan attends weekly book club meetings, and he finishes several novels every month."
+"Question: Using only these supplies, which question can Molly investigate with an experiment? | Choices: [Does the basketball bounce higher on a lawn or on a dirt path?, Does the basketball bounce higher on gravel or on grass?, Do larger basketballs bounce higher than smaller basketballs on a brick patio?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Molly gets a basketball for her birthday and dribbles it around her neighborhood. She notices that sometimes the ball bounces higher than other times. She wonders what factors affect how high her ball bounces. So, she decides to design an experiment. She has the following supplies available:
+one basketball
+access to a brick patio
+access to a grassy lawn
+access to a gravel driveway
+a meterstick"
+"Question: Based on this information, what is Arrow's genotype for the fur length gene? | Choices: [short fur, Ff] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Arrow has one allele for short fur (F) and one allele for long fur (f). So, Arrow's genotype for the fur length gene is Ff. | Hint: In a group of dogs, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele F is for short fur, and the allele f is for long fur.
+Arrow, a dog from this group, has short fur. Arrow has one allele for short fur and one allele for long fur."
+"Question: Which sentence states a fact? | Choices: [Scott O'Dell's Island of the Blue Dolphins, which is about a girl named Karana, is a beautiful novel., Island of the Blue Dolphins is based on the true story of a girl stranded on an island for eighteen years.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved by research or observation.
+Napoleon Bonaparte was shorter than King Louis XVI.
+The statement above is a fact. The statement can be proved by researching the height of each man and comparing them.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved.
+Napoleon Bonaparte was a better leader than King Louis XVI.
+The statement above is an opinion. People can have different ideas about what makes someone a ""better"" leader, so the statement cannot be proved. | Solution: The second sentence states a fact.
+Island of the Blue Dolphins is based on the true story of a girl stranded on an island for eighteen years.
+It can be proved by reading the information on the book jacket.
+The first sentence states an opinion.
+Scott O'Dell's Island of the Blue Dolphins, which is about a girl named Karana, is a beautiful novel.
+Beautiful shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes a novel beautiful."
+"Question: Which closing is correct for a letter? | Choices: [Best regards,
+Emmy, best regards,
+Emmy] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Is directing traffic a good or a service? | Choices: [a service, a good] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether directing traffic is a good or a service, ask these questions:
+Is directing traffic something you can touch? No.
+Is directing traffic a job you might pay someone else to do? Yes.
+So, directing traffic is a service."
+"Question: Using only these supplies, which question can Paul investigate with an experiment? | Choices: [Do watercolor paintings dry faster when placed next to a fan?, Do watercolor paintings dry faster when they are placed inside or outside?, Does a large watercolor painting or a small watercolor painting dry faster?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Paul is painting watercolor pictures with his friend. An hour after they have finished, Paul notices one painting is dry but the other is not. He wonders what factors affect how quickly watercolor paintings dry. So, he decides to design an experiment. He has the following supplies available:
+two freshly painted watercolor pictures of the same size
+his dining room table
+a picnic table in his backyard
+a heater"
+"Question: Select the mixture. | Choices: [dill pickles, carbon] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Identify mixtures | Lecture: A pure substance is made of only one type of matter.
+A mixture is made of two or more types of matter mixed together. | Solution: nan"
+"Question: What is the volume of a water bottle? | Choices: [2 cups, 2 gallons, 2 fluid ounces] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a water bottle is 2 cups.
+2 fluid ounces is too little and 2 gallons is too much. | Hint: Select the best estimate."
+"Question: How long is a paintbrush? | Choices: [30 meters, 30 centimeters] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?
+The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.
+There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.
+There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. | Solution: The better estimate for the length of a paintbrush is 30 centimeters.
+30 meters is too long. | Hint: Select the better estimate."
+"Question: Would you find the word grunt on a dictionary page with the following guide words?
+generous - glitter | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since grunt is not between the guide words generous - glitter, it would not be found on that page."
+"Question: Which tense does the sentence use?
+For Thanksgiving, Mom will cook a turkey. | Choices: [past tense, present tense, future tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, cook. The verb tells you about something that is going to happen."
+"Question: Select the invertebrate. | Choices: [diving beetle, blue jay, harvest mouse, komodo dragon] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A diving beetle is an insect. Like other insects, a diving beetle is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A harvest mouse is a mammal. Like other mammals, a harvest mouse is a vertebrate. It has a backbone.
+A blue jay is a bird. Like other birds, a blue jay is a vertebrate. It has a backbone.
+A komodo dragon is a reptile. Like other reptiles, a komodo dragon is a vertebrate. It has a backbone. | Hint: Hint: Insects, spiders, and worms are invertebrates."
+"Question: What is the mass of a fly? | Choices: [1 gram, 1 kilogram] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a fly is 1 gram.
+1 kilogram is too heavy. | Hint: Select the better estimate."
+"Question: Select the animal that has a backbone. | Choices: [goldfish, castor bean tick] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A castor bean tick is an insect. Like other insects, a castor bean tick does not have a backbone. It has a hard outer cover.
+A goldfish is a fish. Like other fish, a goldfish has a backbone. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones."
+"Question: Which figure of speech is used in this text?
+At twenty-one, Tyler felt overwhelmed with adult responsibilities and wished he could fly off to Neverland. | Choices: [onomatopoeia, allusion] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+Neverland alludes to the story of Peter Pan, a boy who lived in Neverland and never grew up."
+"Question: Compare the motion of three ducks. Which duck was moving at the lowest speed? | Choices: [a duck that moved 320kilometers east in 5hours, a duck that moved 435kilometers east in 5hours, a duck that moved 470kilometers north in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each duck moved and the time it took to move that distance. The direction each duck moved does not affect its speed.
+Notice that each duck moved for 5 hours. The duck that moved 320 kilometers moved the shortest distance in that time. So, that duck must have moved at the lowest speed."
+"Question: Select the phase of the Moon shown in the model. | Choices: [full, first quarter] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: earth-science | Skill: Identify phases of the Moon | Lecture: Although the Moon appears to shine, it does not give off light. Instead, we can see the Moon because it is lit up by the Sun. The part of the Moon that is both lit up by the Sun and facing Earth is called the Moon's phase.
+The Moon orbits, or goes around, Earth. As it does, the Moon's phase changes. The model below shows the Moon's phase at eight positions in its orbit. The smaller moons closer to Earth show where sunlight hits the Moon. The larger moons farther from Earth show how the Moon will look during that phase.
+To use the model, first pick one of the eight positions. Then, imagine standing on Earth and looking up at the Moon. Use the dotted white lines in the model to guide you. The picture of the Moon shows its phase for that position. If you are in the Southern Hemisphere, the Moon will appear flipped, left to right. | Solution: nan | Hint: The model below shows the Moon at one position in its orbit around Earth. The white half of the Moon shows the part that is lit up by the Sun."
+"Question: Which logical fallacy is used in the text?
+Adele never lies. She told me herself, so it must be true. | Choices: [circular reasoning: an argument that supports a claim with the claim itself, hasty generalization: a very broad claim based on very little evidence] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Adele is telling the truth because she says she never lies. However, the ""evidence"" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning."
+"Question: According to Newton's third law, what other force must be happening? | Choices: [The wheelchair is pulling on Danny., The wheelchair is pushing on Danny.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Predict forces using Newton's third law | Lecture: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
+For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Solution: Danny is pushing on the wheelchair. So, Newton's third law tells you that the wheelchair is pushing on Danny. | Hint: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
+Consider the following force:
+Danny is pushing on his friend's wheelchair."
+"Question: Which is harder? | Choices: [plastic slide, cotton head band] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Hard is a property. A hard material keeps its shape when you press on it with your finger.
+Look at each picture, one at a time. Imagine pushing on the material shown in each picture.
+Of the choices, the plastic slide is harder. A plastic slide does not change shape when you slide down it."
+"Question: What do these two changes have in common?
+acid rain weathering a marble statue
+deep-frying chicken | Choices: [Both are caused by heating., Both are only physical changes., Both are chemical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Acid rain weathering a marble statue is a chemical change. The acid rain reacts with the outside of the statue and breaks it down into a different type of matter. This new matter is then washed away by the rain. Acid rain is a type of pollution. It forms when smoke from automobiles and factories mixes with water in clouds.
+Acid rain is a type of pollution. It forms when automobiles and factories release smoke containing sulfur or nitrogen. Some of these chemicals react with water in the atmosphere. The reaction forms droplets of water that can fall back to the ground as acid rain.
+Deep-frying chicken is a chemical change. The heat causes the matter in the chicken to change. Cooked chicken and raw chicken are different types of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Cooking is caused by heating. But acid rain weathering a marble statue is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which logical fallacy is used in the text?
+My favorite band signed with this huge record label, and then their next album was terrible. Basically, signing with a big label ruined their music. | Choices: [circular reasoning: an argument that supports a claim with the claim itself, appeal to nature: the assumption that natural things are always good, false causation: the assumption that because two things happened together, one caused the other] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that the band's music was ruined because they signed with a big record label. However, this isn't necessarily true. For instance, the causation could go the other way: the band's music changed, which led to a big record label signing them. In this case, the change in the music came first. This illustrates a type of logical fallacy known as false causation."
+"Question: Based on this information, what is Ringo's phenotype for the fur texture trait? | Choices: [straight fur, wavy fur] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine Ringo's phenotype for the fur texture trait. First, consider the alleles in Ringo's genotype for the fur texture gene. Then, decide whether these alleles are dominant or recessive.
+The allele for straight fur (F) is dominant over the allele for wavy fur (f). This means F is a dominant allele, and f is a recessive allele.
+Ringo's genotype of Ff has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Ringo's phenotype for the fur texture trait must be straight fur. | Hint: In a group of Syrian hamsters, some individuals have straight fur and others have wavy fur. In this group, the gene for the fur texture trait has two alleles. The allele for straight fur (F) is dominant over the allele for wavy fur (f).
+Ringo is a Syrian hamster from this group. Ringo has the heterozygous genotype Ff for the fur texture gene."
+"Question: Which letter opening is more formal? | Choices: [Dear Fred,, Dear Mr. Robinson,] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first letter opening is more formal. It uses the recipient's personal title and last name. The other opening uses the recipient's first name, suggesting a more familiar relationship."
+"Question: What kind of sentence is this?
+Caribou eat plants and grass in the summer and mushrooms and lichen in the winter. | Choices: [interrogative, exclamatory, declarative] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence tells about something, and it ends with a period. It is a declarative sentence."
+"Question: Which figure of speech is used in this text?
+Regan's Bistro used to be a great place to go for a delicious and carefully prepared dinner, but nobody goes there anymore: it's too crowded. | Choices: [euphemism, paradox] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Nobody goes there anymore: it's too crowded at first appears to be contradictory, because if no one goes to the restaurant, then the restaurant should be empty, not crowded. However, it contains some truth: if a restaurant is frequently perceived to be too crowded, many people will no longer want to go there."
+"Question: Which object has more thermal energy? | Choices: [a tray of lasagna at a temperature of 100°F, a tray of lasagna at a temperature of 110°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two trays of lasagna have the same mass but different temperatures. Since the 110°F tray of lasagna is hotter than the 100°F tray of lasagna, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Would you find the word decay on a dictionary page with the following guide words?
+distinct - draw | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since decay is not between the guide words distinct - draw, it would not be found on that page."
+"Question: Which logical fallacy is used in the text?
+I'm not surprised, frankly, that someone who gets lost in his own neighborhood would argue that New York has better pizza than Chicago. | Choices: [ad hominem: a personal attack against one's opponent, circular reasoning: an argument that supports a claim with the claim itself] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that people who like New York pizza are likely to have a poor sense of direction. This is a personal attack that isn't relevant to which type of pizza is better. This illustrates a type of logical fallacy known as ad hominem."
+"Question: What information supports the conclusion that Quincy acquired this trait? | Choices: [Quincy's brother has scars on both of his knees., Quincy's scar is on his left knee. His mother also has a scar on her left knee., Quincy's scar was caused by an accident. He cut his leg when he fell off his skateboard.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Quincy has a scar on his left knee."
+"Question: Is the following trait inherited or acquired?
+Sue has five fingers on each hand. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Most humans are born with five fingers on each hand. So, having five fingers is an inherited trait."
+"Question: What information supports the conclusion that Jon inherited this trait? | Choices: [Jon's parents have blond hair. They passed down this trait to Jon., Jon's mother cuts his hair every month.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Jon has blond hair."
+"Question: What information supports the conclusion that Regan inherited this trait? | Choices: [Regan's father has brown eyes. He passed this trait down to Regan., Regan's hair is the same color as her brown eyes.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Regan has brown eyes."
+"Question: Which text uses the word nauseous in its traditional sense? | Choices: [Everyone seemed to enjoy the magnolia-scented candle, but Luke found the smell rather nauseous., Everyone seemed to enjoy the magnolia-scented candle, but it made Luke feel rather nauseous.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses nauseous in its traditional sense: causing disgust or nausea.
+Everyone seemed to enjoy the magnolia-scented candle, but Luke found the smell rather nauseous.
+The first text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.
+Everyone seemed to enjoy the magnolia-scented candle, but it made Luke feel rather nauseous.
+Most style guides recommend to use the traditional sense of the word nauseous because it is considered more standard."
+"Question: Which is a compound sentence? | Choices: [Mrs. Wagner plants flower seeds, and they blossom in the spring., Fresh English peas are delicious with butter and salt.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction and.
+Mrs. Wagner plants flower seeds, and they blossom in the spring."
+"Question: Which correctly shows the title of a play? | Choices: [all in the Stars, All in the Stars] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The words in and the are not important, so they should not be capitalized.
+The correct title is All in the Stars."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Emma placed the walnuts in a wooden bowl after she separated them from the shells., After Emma separated the walnuts from the shells, she placed them in a wooden bowl.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: pronouns | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun them could refer to the walnuts or the shells.
+After Emma separated the walnuts from the shells, she placed them in a wooden bowl.
+The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Emma placed the walnuts in a wooden bowl after she separated them from the shells."
+"Question: Choose the poem that has a regular rhythm, or a pattern of sound like a beat. | Choices: [To the dust cave—
+he loves dust, he hoards it,
+gathers it in mountains,
+blows it into clouds,
+blue clouds, green clouds, yellow clouds, gold—, How does the little crocodile
+Improve his shining tail,
+And pour the waters of the Nile
+On every golden scale!] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reading-comprehension | Skill: Identify elements of poetry | Lecture: Poetry is a special kind of writing. It has many elements that make it different from ordinary writing. Knowing these elements can help you talk about poetry, understand it better, and enjoy it more.
+A poem rhymes when it has a pattern of words that end in the same sound.
+End rhyme is when the rhymes appear at the end of a poem's lines.
+Little Betty Blue,
+Lost her holiday shoe.
+—From Mother Goose
+Internal rhyme is when at least one of the rhyming words appears inside the poem's lines.
+Sweet dreams of pleasant streams.
+—From William Blake, ""A Cradle Song""
+Rhythm is the pattern of strong and weak syllables, or stress, in a poem. You can recognize rhythm in a poem by listening to how it sounds. Poems with regular rhythm have a beat, like in music.
+He watches from his mountain walls,
+And like a thunderbolt he falls.
+—From Alfred, Lord Tennyson, ""The Eagle""
+The syllables in bold are strong. We say them with more force than the other syllables. In this poem, every weak syllable is followed by a strong syllable. Each line sounds like da-DUM da-DUM da-DUM da-DUM. To better hear the rhythm, try reading it aloud while clapping on each strong syllable.
+Free verse is when a poem has neither a regular rhythm nor a rhyme pattern.
+The old bridge has a wrinkled face.
+He bends his back
+For us to go over.
+—From Hilda Conkling, ""The Old Bridge""
+The syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.
+Repetition is when words, phrases, or whole lines are repeated.
+The dainty flying squirrel
+In vest of shining white,
+In coat of silver gray,
+And vest of shining white.
+—Adapted from Mary E. Burt, ""The Flying Squirrel""
+Alliteration is when beginning consonant sounds are repeated in words that are close together.
+Where the wild men watched and waited
+Wolves in the forest, and bears in the bush.
+—From Bayard Taylor, ""A Night with a Wolf""
+Onomatopoeia is when language sounds like what it talks about.
+Sometimes the onomatopoeia uses made-up words:
+Tlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.
+—From Alfred Noyes, ""The Highwayman""
+Sometimes the onomatopoeia uses real words:
+Hark! the honey bee is humming.
+—From Mary Howitt, ""The Voice of Spring"" | Solution: This poem has a regular rhythm, or a pattern of sound like a beat. The parts in bold show the strong syllables. The pattern is a weak syllable followed by a strong syllable. It sounds like da-DUM da-DUM.
+On every golden scale! | Hint: From Lewis Carroll, ""The Crocodile"" and from Alfred Kreymborg, ""Chains"""
+"Question: What does the metaphor in this text suggest?
+When Malik lost his job, he was devastated. The only light in the sea of darkness was the prospect of pursuing a new career. | Choices: [There was a benefit to Malik's job loss., Malik felt in the dark about what to do after losing his job.] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town. | Solution: The text uses a metaphor, comparing two things that are not actually alike without using like or as.
+The metaphor the only light in the sea of darkness was the prospect of pursuing a new career suggests that there was a benefit to Malik's job loss. A light would be beneficial in helping someone escape a dark, difficult-to-navigate situation. Similarly, Malik's new career was beneficial in helping him escape the emotionally difficult experience of losing his job."
+"Question: A recent news story said a healthy diet is the key to living longer. It said people should eat less meat and more vegetables. What will probably happen to the overall supply of vegetables over the next year? | Choices: [The supply will probably go down., The supply will probably go up.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Most people want to live longer, healthier lives. The news story said that it is healthier to eat less meat and more vegetables. So, there is an expected change in demand for vegetables. Producers will want to sell as many vegetables as they can. So, the supply of vegetables will probably go up."
+"Question: What do these two changes have in common?
+melting glass
+dry ice sublimating and becoming a gas | Choices: [Both are chemical changes., Both are caused by cooling., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Melting glass is a change of state. So, it is a physical change. The glass changes from solid to liquid. But a different type of matter is not formed.
+Dry ice is solid carbon dioxide. When dry ice gets warm, it changes state and becomes carbon dioxide gas. This change of state, from solid to gas, is called sublimation.
+Dry ice becoming a gas is a physical change. A change of state does not form a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Using only these supplies, which question can Kenneth investigate with an experiment? | Choices: [Does a small cloth towel or a large cloth towel dry faster when hung in the backyard?, When hung in the laundry room, do black cloth towels or white cloth towels dry more quickly?, Do cloth towels dry faster if they are hung in the laundry room or in the backyard?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: After Kenneth cleans up a spill, he hangs a wet cloth towel in the laundry room. Two hours later, he notices that the towel has partially dried. He wonders what factors affect how cloth dries. So, he decides to design an experiment. He has the following supplies available:
+two identical white cloth towels
+water
+a clothesline in the laundry room
+a clothesline in the backyard"
+"Question: Which tense does the sentence use?
+Sam and Annie will swim in the warm pool. | Choices: [future tense, past tense, present tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, swim. The verb tells you about something that is going to happen."
+"Question: What kind of sentence is this?
+Would you like bacon with your eggs? | Choices: [imperative, interrogative] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: Which object has the least thermal energy? | Choices: [a watermelon at a temperature of 10°C, a watermelon at a temperature of 17°C, a watermelon at a temperature of 29°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: All three watermelons have the same mass but different temperatures. Since the 10°C watermelon is the coldest, it has the least thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: What do these two changes have in common?
+an old sandwich rotting in a trashcan
+a piece of apple turning brown | Choices: [Both are only physical changes., Both are caused by heating., Both are caused by cooling., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A sandwich rotting is a chemical change. The matter in the sandwich breaks down and slowly turns into a different type of matter.
+A piece of apple turning brown is a chemical change. The apple reacts with oxygen in the air and turns into a different type of matter.
+If you scrape off the brown layer of the apple, the inside is still white. The inside hasn't touched the air. So the chemical change didn't happen to that part of the apple.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Would you find the word unite on a dictionary page with the following guide words?
+umbrella - usual | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since unite is between the guide words umbrella - usual, it would be found on that page."
+"Question: Using only these supplies, which question can Amanda investigate with an experiment? | Choices: [Does a catapult with a longer arm launch a rubber ball farther than a catapult with a shorter arm?, Does a heavier ball travel farther than a lighter ball when launched from a catapult?, Does a rubber ball travel farther when launched from a metal catapult or from a wooden catapult?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Amanda visits a museum about ancient Greece. She notices an exhibit with models of wooden catapults that were used to launch large rocks across battlefields. She wonders what factors affect how far a catapult can launch an object. So, she decides to design an experiment. She has the following supplies available:
+a wooden catapult with a 10-inch-long arm
+a wooden catapult with a five-inch-long arm
+two identical rubber balls"
+"Question: Using only these supplies, which question can Neil investigate with an experiment? | Choices: [Do toy cars go faster down the ramp made of wood or the ramp made of cardboard?, Does a big toy car go down the wooden ramp faster than a small toy car?, Do toy cars with plastic wheels go faster down the cardboard ramp than toy cars with metal wheels?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Neil and his sister are building ramps to race their toy cars down. Neil notices that the cars go down some of the ramps faster than others. He wonders what factors affect the cars' speed. So, he decides to design an experiment. He has the following supplies available:
+two identical toy cars
+a wooden ramp three feet long and two feet tall
+a cardboard ramp three feet long and two feet tall"
+"Question: What does the allusion in this text suggest?
+With the gutters clogged and water rising in the streets, Cara, who was watching the storm from her window, commented, ""We're going to need an ark to get out of here."" | Choices: [Cara wants to protect her possessions., Cara thinks the storm will cause major flooding.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+The allusion to an ark suggests that Cara thinks the storm will cause major flooding. In the Bible, it rains for forty days and forty nights; Noah, his family, and animals of every species survive the great flood in an ark that he builds."
+"Question: Suppose Hansen decides to plant the oak tree. Which result would be a cost? | Choices: [The oak tree will use up more space than the irises would have used up., Hansen will get to look at the oak tree. He thinks it will look more beautiful than the irises would have looked.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Hansen wants or needs:
+The oak tree will use up more space than the irises would have used up. | Hint: Hansen is deciding whether to plant irises or an oak tree in his backyard. He wants to make his backyard more beautiful. But he also wants to leave space for doing fun things."
+"Question: What kind of sentence is this?
+Please cut up the watermelon. | Choices: [interrogative, imperative] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence makes a request, so it is an imperative sentence. Here, it ends with a period."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Dr. nelson,, Dear Dr. Nelson,] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Dr. Nelson is capitalized because it is a proper noun."
+"Question: Which closing is correct for a letter? | Choices: [Your friend,
+Zane, Your Friend,
+Zane] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: What is the volume of a carton of orange juice? | Choices: [60 gallons, 60 cups, 60 fluid ounces] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a carton of orange juice is 60 fluid ounces.
+60 cups and 60 gallons are both too much. | Hint: Select the best estimate."
+"Question: What do these two changes have in common?
+mixing chocolate syrup into milk
+water vapor condensing on a bathroom mirror | Choices: [Both are caused by heating., Both are only physical changes., Both are caused by cooling., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Mixing chocolate syrup into milk is a physical change. The chocolate syrup and milk make a mixture. Making a mixture does not form a different type of matter.
+Water vapor condensing on a bathroom mirror is a change of state. So, it is a physical change. The water changes state from gas in the air to liquid water on the mirror. But the water vapor and the liquid water are both made of water.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Water vapor condensing is caused by cooling. But mixing chocolate syrup into milk is not."
+"Question: Which figure of speech is used in this text?
+Reality leaves a lot to the imagination.
+—attributed to John Lennon | Choices: [euphemism, paradox] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Reality leaves a lot to the imagination at first appears to be contradictory, as reality and imagination are opposites. However, it contains some truth: what we see as real often employs our ability to imagine things."
+"Question: Which figure of speech is used in this text?
+I got hit in the head by a can of soda. Luckily it was a soft drink. | Choices: [pun, onomatopoeia] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses a pun, a word or phrase that humorously suggests more than one meaning.
+Soft drink refers to a carbonated beverage such as a soda. It also suggests that the can is soft and thus doesn't cause too much pain."
+"Question: Which is a compound sentence? | Choices: [The rumor will fade away in time, and you won't even remember it., In June, Colette and Brendan will graduate with honors from Hillsboro High School.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction and.
+The rumor will fade away in time, and you won't even remember it."
+"Question: Complete the sentence.
+Water boiling on a stove is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+A change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. | Solution: Water boiling on the stove is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed."
+"Question: Select the one substance that is not a rock. | Choices: [Conglomerate is not made by living things. It is not a pure substance., A computer processor is made in a factory. It is a solid., Marble is not made by living things. It is not a pure substance.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify rocks using properties | Lecture: Rocks are made of minerals. Here are some properties of rocks:
+They are solid.
+They are formed in nature.
+They are not made by living things.
+They are not pure substances. | Solution: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.
+A computer processor is made in a factory. But all rocks are formed in nature.
+So, a computer processor is not a rock.
+Marble is a rock.
+Conglomerate is a rock."
+"Question: Which letter opening is more formal? | Choices: [Dear Mr. Dorsey,, Dear Ed,] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first letter opening is more formal. It uses the recipient's personal title and last name. The other opening uses the recipient's first name, suggesting a more familiar relationship."
+"Question: Would you find the word fifty on a dictionary page with the following guide words?
+felt - foster | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since fifty is between the guide words felt - foster, it would be found on that page."
+"Question: Which is a compound sentence? | Choices: [Mr. Chan sent the email yesterday, but no one received it., You can make a quill pen with a goose feather.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.
+Mr. Chan sent the email yesterday, but no one received it."
+"Question: Which text uses the word ironic in its traditional sense? | Choices: [Last winter, Ted took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week., Last winter, Ted took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses ironic in its traditional sense: contrary to what was intended, often in an amusing way. It's ironic because Ted tried to get away from the snow but found himself in a snowstorm regardless.
+Last winter, Ted took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week.
+The second text uses ironic in its nontraditional sense: marked by coincidence. It was a coincidence that Ted's friends were in Florida the week before.
+Last winter, Ted took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.
+Most style guides recommend to avoid using the nontraditional sense of the word ironic because it is generally considered incorrect."
+"Question: What is the source of the allusion in the sentence below?
+Much to our shock, Percy chose to turn the other cheek when Shelby insulted him in a meeting. | Choices: [the Bible, a song] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion turn the other cheek is the Bible.
+In the Bible, Jesus counsels his followers to resist retaliation. He says that if they are struck on the right cheek, they shouldn't lash out; instead, they should turn the other cheek toward their attacker.
+The allusion turn the other cheek means to respond without aggression."
+"Question: Which figure of speech is used in this text?
+Bruce's '64 Impala groaned as he turned the ignition. Yet again he resolved to refurbish it over the summer. | Choices: [personification, simile] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses personification, giving human characteristics to nonhuman things.
+Bruce's '64 Impala groaned describes the car as if it were human."
+"Question: Complete the statement.
+Graphite is (). | Choices: [a compound, an elementary substance] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: You can tell whether graphite is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for graphite is C. This formula contains one symbol: C for carbon. So, the formula tells you that graphite is made of one chemical element.
+Substances made of only one chemical element are elementary substances. So, graphite is an elementary substance. | Hint: Graphite is used to make pencil lead. The chemical formula for graphite is C."
+"Question: Which text uses the word ironic in its traditional sense? | Choices: [Last winter, Pablo took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week., Last winter, Pablo took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses ironic in its traditional sense: contrary to what was intended, often in an amusing way. It's ironic because Pablo tried to get away from the snow but found himself in a snowstorm regardless.
+Last winter, Pablo took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week.
+The first text uses ironic in its nontraditional sense: marked by coincidence. It was a coincidence that Pablo's friends were in Florida the week before.
+Last winter, Pablo took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.
+Most style guides recommend to avoid using the nontraditional sense of the word ironic because it is generally considered incorrect."
+"Question: Compare the motion of three ducks. Which duck was moving at the highest speed? | Choices: [a duck that moved 375kilometers north in 5hours, a duck that moved 495kilometers west in 5hours, a duck that moved 315kilometers north in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. | Solution: Look at the distance each duck moved and the time it took to move that distance. The direction each duck moved does not affect its speed.
+Notice that each duck moved for 5 hours. The duck that moved 495 kilometers moved the farthest distance in that time. So, that duck must have moved at the highest speed."
+"Question: Using only these supplies, which question can Emilia investigate with an experiment? | Choices: [Do the deer eat fewer leaves from bean plants sprayed with garlic spray than from unsprayed bean plants?, Do the deer eat fewer leaves from bean plants sprayed with coffee spray than from unsprayed bean plants?, Do the deer eat more leaves from tomato plants or from squash plants?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Emilia has a garden that is sometimes visited by deer. She notices that the deer eat some plants in her garden more than others. She wonders what factors affect which plants the deer eat. So, she decides to design an experiment. She has the following supplies available:
+a garlic spray used to keep garden pests away
+four tomato plants
+four bean plants"
+"Question: Is a rubber band a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a rubber band is a good or a service, ask these questions:
+Is a rubber band something you can touch? Yes.
+Is a rubber band a job you might pay someone else to do? No.
+So, a rubber band is a good."
+"Question: Which is a compound sentence? | Choices: [He showed the officers a hotel receipt and an airplane ticket as proof of his time in Buenos Aires., Lucy accidentally spilled her glass of juice, but luckily it didn't get on the white sofa.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction but.
+Lucy accidentally spilled her glass of juice, but luckily it didn't get on the white sofa."
+"Question: Select the one substance that is not a mineral. | Choices: [Hematite is a pure substance. It is a solid., Pyrite is a solid. It is not made by living things., Burlap is not a pure substance. It is made by humans.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Pyrite is a mineral.
+Burlap is not a pure substance. But all minerals are pure substances.
+Burlap is made by humans. But minerals are not made by living things.
+So, burlap is not a mineral.
+Hematite is a mineral."
+"Question: Which is a sentence fragment? | Choices: [Swims happily in the beautiful coral reef., The car needed gas, Dad went to the gas station.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Swims happily in the beautiful coral reef is a sentence fragment. It is missing a subject."
+"Question: Is this a sentence fragment?
+Derailed by miscommunication and a lack of funding, Evan and Jon's new business venture. | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify sentence fragments | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A sentence fragment is a group of words that does not express a complete thought.
+Rehearsing daily because we have a concert in two weeks.
+This fragment is missing a subject. It doesn't tell who is rehearsing.
+The band I'm in.
+This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
+Because we have a concert in two weeks.
+This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | Solution: This is a sentence fragment. It does not express a complete thought.
+Derailed by miscommunication and a lack of funding, Evan and Jon's new business venture.
+Here is one way to fix the sentence fragment:
+Evan and Jon's new business venture has been derailed by miscommunication and a lack of funding."
+"Question: Which is a compound sentence? | Choices: [Tracy knew the answer to the question, so she raised her hand., The beavers gnaw on logs by the riverbank.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.
+Tracy knew the answer to the question, so she raised her hand."
+"Question: Which tense does the sentence use?
+Mr. Coleman signed his name on the letter. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, signed. The verb ends in -ed and tells you about something that has already happened."
+"Question: Which type of sentence is this?
+Leroy always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor. | Choices: [compound, compound-complex, complex, simple] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+Leroy always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor."
+"Question: What information supports the conclusion that Brittany acquired this trait? | Choices: [Brittany learned to identify insects by reading many books about insects., Brittany likes to look at butterflies and beetles.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Brittany is good at identifying insects."
+"Question: Is a skateboard a good or a service? | Choices: [a service, a good] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a skateboard is a good or a service, ask these questions:
+Is a skateboard something you can touch? Yes.
+Is a skateboard a job you might pay someone else to do? No.
+So, a skateboard is a good."
+"Question: Which text uses the word random in its traditional sense? | Choices: [Judy made a random trip to the grocery store, though her kitchen was already stocked with a hodgepodge of food., At the grocery store, Judy hastily grabbed fruits and vegetables at random, filling her shopping cart with a hodgepodge of food.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses random in its traditional sense: made or occurring without a definite pattern.
+At the grocery store, Judy hastily grabbed fruits and vegetables at random, filling her shopping cart with a hodgepodge of food.
+The first text uses random in its nontraditional sense: odd or out of place.
+Judy made a random trip to the grocery store, though her kitchen was already stocked with a hodgepodge of food.
+Most style guides recommend to avoid using the nontraditional sense of the word random because it is generally considered incorrect."
+"Question: Which is a run-on sentence? | Choices: [The little boy popped a big bubble., The cardboard box gets wet it falls apart.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: The cardboard box gets wet it falls apart is a run-on sentence. It has two sentences that are joined without end punctuation: The cardboard box gets wet and It falls apart."
+"Question: Assume all other forces on Candice are balanced. Which statement describes the forces on Candice? | Choices: [The forces are balanced, so there is no net force on Candice., The forces are unbalanced, so there is a net force on Candice.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Balanced and unbalanced forces | Lecture: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
+When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
+When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | Solution: To determine if there is a net force on Candice, look at the forces:
+Earth's gravity is pulling Candice down with a force of 600 N.
+The seat of the cart is pushing Candice up with a force of 1,200 N.
+The forces are in opposite directions, and the forces have different magnitudes: 600 N and 1,200 N. This means that the forces are unbalanced, so there is a net force on Candice. | Hint: Candice is sitting on a roller coaster cart as it reaches the bottom of a big loop. Earth's gravity is pulling down on Candice with a force of 600N. The seat of the cart is pushing up on Candice with a force of 1,200N."
+"Question: Which sentence is more formal? | Choices: [A tropical cyclone is a strong circular storm that begins over warm oceans near the equator., A tropical cyclone is a real big storm that begins over warm oceans near the equator.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The second sentence is less formal. You can tell because it uses conversational language (real big).
+The first sentence uses formal language in place of the conversational language, so it is more formal overall."
+"Question: Would you find the word herd on a dictionary page with the following guide words?
+however - hue | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since herd is not between the guide words however - hue, it would not be found on that page."
+"Question: Select the temperature shown by this thermometer. | Choices: [115°F, 80°F, 55°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Read a thermometer | Lecture: A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is °.
+Some thermometers measure temperature in degrees Fahrenheit (°F). Fahrenheit is one scale used to measure temperature.
+This is a tube thermometer. It has a tube filled with a red liquid.
+There is a Fahrenheit scale along the right side of the tube. The top of the red liquid lines up with the number 80 on the scale. So, the temperature shown by this thermometer is 80°F. | Solution: Find the top of the red liquid.
+Now look at the scale to the right. The top of the red liquid lines up with 80. So, the temperature is 80°F."
+"Question: Compare the motion of three blue jays. Which blue jay was moving at the highest speed? | Choices: [a blue jay that moved 385kilometers south in 10hours, a blue jay that moved 310kilometers south in 10hours, a blue jay that moved 320kilometers north in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. | Solution: Look at the distance each blue jay moved and the time it took to move that distance. The direction each blue jay moved does not affect its speed.
+Notice that each blue jay moved for 10 hours. The blue jay that moved 385 kilometers moved the farthest distance in that time. So, that blue jay must have moved at the highest speed."
+"Question: Select the liquid. | Choices: [chalk, water in a sink, flower petals, stuffed rabbit] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Identify solids, liquids, and gases | Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
+Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
+When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
+Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
+When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
+Many gases are invisible. Air is a gas. | Solution: A flower petal is a solid. A solid has a size and shape of its own. When a butterfly lands on a flower petal, the petal may bend. But the petal will still have its own shape.
+Chalk is a solid. You can easily break chalk into pieces. But each piece will still have a size and shape of its own.
+A stuffed rabbit is a solid. A solid has a size and shape of its own. When you hold a stuffed rabbit in your hands, the stuffed rabbit still has a size and shape of its own.
+The water in a sink is a liquid. A liquid takes the shape of any container it is in. If you move the water from a sink into a different container, the water will take the shape of that container. But the water will still take up the same amount of space."
+"Question: Complete the sentence.
+Building a tower out of magnetic blocks is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Building a tower out of magnetic blocks is a physical change. The blocks stick to each other to form a tower. But the blocks are still made of the same type of matter as before."
+"Question: Which is a compound sentence? | Choices: [Robert practiced pitching the ball, so he became even better., The jewels on your necklace sparkle in this light.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.
+Robert practiced pitching the ball, so he became even better."
+"Question: What is the source of the allusion in the sentence below?
+For several years, Dora Maar was Pablo Picasso's muse. | Choices: [a fairy tale, Greek mythology] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion muse is Greek mythology.
+In Greek mythology, the muses are nine sister goddesses who embody and inspire song, poetry, art, and science.
+The allusion muse means a source of artistic motivation."
+"Question: The trucks begin to move at the same speed. Which truck needs a larger force to start moving? | Choices: [a mail truck carrying 450 pounds of mail, a mail truck carrying 550 pounds of mail] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the mail truck that is heavier.
+A mail truck carrying 550 pounds of mail is heavier than a mail truck carrying 450 pounds of mail. So, the mail truck carrying 550 pounds needs a larger force to start moving at the same speed as the other mail truck. | Hint: Two mail trucks are loaded with mail. The trucks are the same. But they are carrying different amounts of mail."
+"Question: Compare the motion of three cars. Which car was moving at the lowest speed? | Choices: [a car that moved 220miles south in 5hours, a car that moved 195miles east in 5hours, a car that moved 210miles east in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each car moved and the time it took to move that distance. The direction each car moved does not affect its speed.
+Notice that each car moved for 5 hours. The car that moved 195 miles moved the shortest distance in that time. So, that car must have moved at the lowest speed."
+"Question: Select the solid. | Choices: [water in a fishbowl, coffee, air inside a balloon, crayons] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Identify solids, liquids, and gases | Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
+Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
+When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
+Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
+When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
+Many gases are invisible. Air is a gas. | Solution: The air inside a balloon is a gas. A gas expands to fill a space. The air inside a balloon expands to fill all the space in the balloon. If the balloon pops, the air will expand to fill a much larger space.
+Coffee is a liquid. A liquid takes the shape of any container it is in. If you pour coffee into a different container, the coffee will take the shape of that container. But the coffee will still take up the same amount of space.
+The water in a fishbowl is a liquid. A liquid takes the shape of any container it is in. If you pour water from a fishbowl into a different container, the water will take the shape of that container. But the water will still take up the same amount of space.
+A crayon is a solid. You can break a crayon into pieces. But each piece will still have a size and shape of its own."
+"Question: Which figure of speech is used in this text?
+After spending weeks in New York City, Clara was a bit unnerved by the deafening silence of her small hometown. | Choices: [oxymoron, euphemism] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Deafening silence is a contradiction, because deafening describes something extremely loud, and silence is the absence of sound."
+"Question: Which figure of speech is used in this text?
+Maya gazed at the ancient pug that seemed to sleep all day and noted, ""You're an energetic puppy!"" | Choices: [verbal irony, pun] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+An energetic puppy shows verbal irony because an old, exhausted dog is far from an energetic puppy."
+"Question: Which type of sentence is this?
+Annie is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. | Choices: [compound-complex, complex, simple, compound] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.
+Annie is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years."
+"Question: Would you find the word beginner on a dictionary page with the following guide words?
+bade - butterfly | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since beginner is between the guide words bade - butterfly, it would be found on that page."
+"Question: Last year, 50,000 people lived in the city of Norwood. But since then, 8,000 people have moved away. What probably happened to the overall supply of houses for sale in Norwood? | Choices: [The supply probably went down., The supply probably went up.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: The population of Norwood fell by 8,000 people. Many of the people who have left are probably trying to sell their houses. Since more people are trying to sell their houses, the number of suppliers of houses for sale in Norwood has gone up. So, the supply of houses for sale probably went up, too."
+"Question: What is the source of the allusion in the sentence below?
+After a long second half full of sound and fury, the soccer game concluded in a tie. | Choices: [Shakespeare, French history] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion sound and fury is Shakespeare.
+In Shakespeare's Macbeth, when Macbeth learns that his wife has died, he laments in his grief that life is nothing more than a ""meaningless tale told by an idiot, full of sound and fury.""
+The allusion sound and fury means activity that amounts to nothing."
+"Question: Which figure of speech is used in this text?
+Ronald remarked that the new book on anti-gravity was impossible to put down. | Choices: [pun, alliteration] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses a pun, a word or phrase that humorously suggests more than one meaning.
+Impossible to put down means that the book is so good that it is hard to stop reading. The phrase impossible to put down is also a joke about anti-gravity: if gravity pulls things down, perhaps anti-gravity does the opposite and makes them impossible to put down."
+"Question: Based on this information, what is this tomato plant's phenotype for the fruit texture trait? | Choices: [FF, smooth fruit] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. The tomato plant's observable version of the fruit texture trait is smooth fruit. So, the plant's phenotype for the fruit texture trait is smooth fruit. | Hint: In a group of tomato plants, some individuals have smooth fruit and others have fuzzy fruit. In this group, the gene for the fruit texture trait has two alleles. The allele F is for smooth fruit, and the allele f is for fuzzy fruit.
+A certain tomato plant from this group has smooth fruit. This plant has two alleles for smooth fruit."
+"Question: Select the plant. | Choices: [Sheep eat plants., Grape vines have wide flat leaves.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A grape vine is a plant. It has wide flat leaves.
+People first grew grapes for food over 8,000 years ago.
+A sheep is an animal. It eats plants.
+People raise sheep for their fur, meat, and milk."
+"Question: Suppose Brendan decides to plant the magnolia tree. Which result would be a cost? | Choices: [The magnolia tree will use up more space than the lilies would have used up., Brendan will get to look at the magnolia tree. He thinks it will look more beautiful than the lilies would have looked.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Brendan wants or needs:
+The magnolia tree will use up more space than the lilies would have used up. | Hint: Brendan is deciding whether to plant lilies or a magnolia tree in his backyard. He wants to make his backyard more beautiful. But he also wants to leave space for doing fun things."
+"Question: Which figure of speech is used in this text?
+When Melissa first joined the track team, she was afraid of jumping, but she got over that hurdle. | Choices: [pun, allusion] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses a pun, a word or phrase that humorously suggests more than one meaning.
+Hurdle refers to an obstacle that one must overcome. It also refers to an object that a runner jumps over."
+"Question: Which change better matches the sentence?
+Melted rock comes out of the ground. | Choices: [volcanic eruption, erosion] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: earth-science | Skill: Classify changes to Earth's surface | Lecture: nan | Solution: nan"
+"Question: Complete the sentence so that it uses personification.
+The giant boulder () budge, no matter how hard we pushed. | Choices: [would not, refused to] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the phrase refused to. It describes the boulder as if it were a stubborn person."
+"Question: Complete the sentence so that it uses personification.
+Slowly, a renewed sense of dread () her mind. | Choices: [invaded, filled] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word invaded. It describes dread as if it were a person who is barging in or taking over."
+"Question: Using only these supplies, which question can Ellen investigate with an experiment? | Choices: [When placed in the sun, does a glass jar wrapped in cotton heat up more than a glass jar wrapped in wool?, When wrapped in a cotton shirt and placed in the sun, does a large jar or a small jar heat up more?, When placed in the sun, does a glass jar wrapped in a black cotton shirt heat up more than a glass jar wrapped in a white cotton shirt?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Ellen is outside with her friend on a sunny day. Ellen is wearing a light-colored shirt, and she notices that she feels colder than her friend, who is wearing a dark shirt. She wonders what factors affect how fabric warms an object. So, she decides to design an experiment. She has the following supplies available:
+a black cotton shirt
+a white cotton shirt
+two identical empty glass jars
+two thermometers"
+"Question: Is the following trait inherited or acquired?
+Martha can ride a bicycle. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to ride a bicycle. Instead, many people learn how to ride. So, riding a bicycle is an acquired trait."
+"Question: What information supports the conclusion that Grayson inherited this trait? | Choices: [Grayson and his siblings all have naturally straight hair., Grayson and his biological father have short hair., Grayson's biological mother often wears her naturally brown hair in a bun.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Grayson has naturally brown hair."
+"Question: What is the source of the allusion in the sentence below?
+Alec's Falstaffian nature makes him stand out at a party. | Choices: [Shakespeare, Greek mythology] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Falstaffian is Shakespeare.
+Sir John Falstaff, a comical character in several of William Shakespeare's plays, is known for his cheerful sociability and sometimes off-color humor.
+The allusion Falstaffian means characterized by joviality and enjoyment of food and drink."
+"Question: How long does it take to make a paper airplane? | Choices: [40 minutes, 40 seconds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to make a paper airplane is 40 seconds.
+40 minutes is too slow. | Hint: Select the better estimate."
+"Question: How long does it take to blow your nose? | Choices: [4 seconds, 4 hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to blow your nose is 4 seconds.
+4 hours is too slow. | Hint: Select the better estimate."
+"Question: Select the vertebrate. | Choices: [rock lobster, earthworm, yellow jacket, gray crowned crane] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A yellow jacket is an insect. Like other insects, a yellow jacket is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A rock lobster is a crustacean. Like other crustaceans, a rock lobster is an invertebrate. It does not have a backbone. It has an exoskeleton.
+An earthworm is a worm. Like other worms, an earthworm is an invertebrate. It does not have a backbone. It has a soft body.
+A gray crowned crane is a bird. Like other birds, a gray crowned crane is a vertebrate. It has a backbone. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Complete the statement.
+Ruthenium is (). | Choices: [a compound, an elementary substance] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
+A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
+Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
+The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one atomic symbol.
+The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
+For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple atomic symbols.
+The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | Solution: You can tell whether ruthenium is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for ruthenium contains one atomic symbol: Ru. So, the formula tells you that ruthenium is composed of only one chemical element.
+Since ruthenium is composed of only one chemical element, ruthenium is an elementary substance. | Hint: Ruthenium is a metal that is often used in the tips of fountain pens. The chemical formula for ruthenium is Ru."
+"Question: Which type of sentence is this?
+An avid reader, Garrett attends weekly book club meetings, and he finishes several novels every month. | Choices: [compound, compound-complex, complex, simple] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+An avid reader, Garrett attends weekly book club meetings, and he finishes several novels every month."
+"Question: What do these two changes have in common?
+butter melting on a hot day
+burning a marshmallow over a campfire | Choices: [Both are caused by cooling., Both are caused by heating., Both are only physical changes., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Butter melting on a hot day is a change of state. So, it is a physical change. The butter changes from solid to liquid, but it is still made of the same type of matter.
+Burning a marshmallow is a chemical change. The heat from the fire causes the type of matter in the marshmallow to change. The marshmallow becomes black and crispy.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Butter melting on a hot day is a physical change. But burning a marshmallow is not.
+Both are chemical changes.
+Burning a marshmallow is a chemical change. But butter melting on a hot day is not.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which logical fallacy is used in the text?
+Don't try to tell me that you only watch educational programming, Wanda! I know for a fact that your sister only watches reality television. | Choices: [circular reasoning: an argument that supports a claim with the claim itself, guilt by association: a negative association intended to discredit someone or something] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Wanda must watch reality television, because her sister watches reality television. However, even though Wanda's sister watches reality television, that doesn't necessarily mean that Wanda does, too. This illustrates a type of logical fallacy known as guilt by association."
+"Question: Compare the motion of three bicycles. Which bicycle was moving at the highest speed? | Choices: [a bicycle that moved 75miles south in 10hours, a bicycle that moved 145miles east in 10hours, a bicycle that moved 95miles south in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. | Solution: Look at the distance each bicycle moved and the time it took to move that distance. The direction each bicycle moved does not affect its speed.
+Notice that each bicycle moved for 10 hours. The bicycle that moved 145 miles moved the farthest distance in that time. So, that bicycle must have moved at the highest speed."
+"Question: Which word would you find on a dictionary page with the following guide words?
+willow - wreath | Choices: [wedding, wobble] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since wobble is between the guide words willow - wreath, it would be found on that page."
+"Question: How long does it take to tie your shoes? | Choices: [24 hours, 24 seconds] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to tie your shoes is 24 seconds.
+24 hours is too slow. | Hint: Select the better estimate."
+"Question: What information supports the conclusion that Linda acquired this trait? | Choices: [Linda learned how to build a fire at summer camp., Linda can cook food over a fire.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Linda knows how to build a fire."
+"Question: Which correctly shows the title of a play? | Choices: [""The Robbers Break In"", ***The Robbers Break In***] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, or article should be in quotation marks.
+""You Are My Sunshine"" | Solution: A play should be in italics.
+The correct title is **The Robbers Break In**."
+"Question: Using only these supplies, which question can Candice investigate with an experiment? | Choices: [When placed in the sun, does a glass jar wrapped in cotton heat up more than a glass jar wrapped in wool?, When placed in the sun, does a glass jar wrapped in a black cotton shirt heat up more than a glass jar wrapped in a white cotton shirt?, When wrapped in a cotton shirt and placed in the sun, does a large jar or a small jar heat up more?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Candice is outside with her friend on a sunny day. Candice is wearing a light-colored shirt, and she notices that she feels colder than her friend, who is wearing a dark shirt. She wonders what factors affect how fabric warms an object. So, she decides to design an experiment. She has the following supplies available:
+a black cotton shirt
+a white cotton shirt
+two identical empty glass jars
+two thermometers"
+"Question: Which tense does the sentence use?
+We blame the blizzard for the traffic. | Choices: [future tense, present tense, past tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, blame. The verb tells you about something that is true or happening now."
+"Question: What do these two changes have in common?
+boiling sugar to make caramel
+water boiling on a stove | Choices: [Both are only physical changes., Both are caused by heating., Both are caused by cooling., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Boiling sugar to make caramel is a chemical change. The heat causes the sugar to change into a different type of matter. Unlike sugar, the new matter is brown and sticky.
+Water boiling on the stove is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Water boiling is a physical change. But boiling sugar to make caramel is not.
+Both are chemical changes.
+Boiling sugar to make caramel is a chemical change. But water boiling is not.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [The Chens' car has a dent in the bumper, but otherwise their car looks just like the Duncans'., The Chens' car looks just like the Duncans', but theirs has a dent in the bumper.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun theirs could refer to the Chens' or the Duncans'.
+The Chens' car looks just like the Duncans', but theirs has a dent in the bumper.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+The Chens' car has a dent in the bumper, but otherwise their car looks just like the Duncans'."
+"Question: What information supports the conclusion that Haley acquired this trait? | Choices: [Haley's friends like to make chili with her., Haley learned how to make chili from a recipe book., When Haley was young, her grandmother taught her how to cut chili peppers.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Haley knows how to make chili."
+"Question: What is the source of the allusion in the sentence below?
+The economist had been quietly publishing articles about the future of the housing market like a dutiful Cassandra. | Choices: [Greek mythology, a poem] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Cassandra is Greek mythology.
+In Greek mythology, Cassandra is blessed with the power of prophecy; however, she is unable to convince others of her dire predictions due to a curse from the god Apollo.
+The allusion Cassandra means a person who makes unheeded predictions of disaster."
+"Question: What does this Works Cited entry indicate about the cited work?
+Blake, William. The Complete Poetry and Prose of William Blake. Ed. David V. Erdman. New York: Anchor, 1988. Print. | Choices: [It is a book., It is a short story., It is a poem.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: reference-skills | Skill: Understand a Works Cited entry (MLA 7th edition) | Lecture: When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.
+Below are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.
+Books:
+Format | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.
+Example | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.
+Essays, short stories, or poems in an anthology or book:
+Format | Author(s). ""Essay, Poem, or Short Story Title."" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.
+Example | James, Henry. ""The Middle Years."" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.
+Magazine and newspaper articles:
+Format | Author(s). ""Article Title."" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.
+Example | Hayes, David J., and James H. Stock. ""The Real Cost of Coal."" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.
+Journal articles:
+Format | Author(s). ""Article Title."" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.
+Example | Gillette, Jane, et al. ""Human Simulations of Vocabulary Learning."" Cognition 73.2 (1999): 135-176. Print.
+Web pages:
+Format | Author(s). ""Page Title."" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.
+Example | Gunn, Janelle P., and Lauren E. Owens. ""How to Slash Sodium from Your Diet."" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.
+Additional guidelines:
+Author Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by ""et al.,"" which stands for and others (e.g., Smith, Jane, et al.).
+Medium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are ""Print"" and ""Web,"" but other possibilities include ""Film,"" ""E-mail,"" and ""Lecture."" Whenever the Medium of Publication is ""Web,"" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.
+Editors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. ""Ed."" stands for edited by. ""Trans."" stands for translated by.
+Missing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation ""n. pag."" is used instead. If a work has no available publication date, the abbreviation ""n.d."" is used instead. If a work has no available publisher or no available city of publication, the abbreviation ""n.p."" is used instead.
+ | Solution: Look closely at the Works Cited entry:
+Blake, William. The Complete Poetry and Prose of William Blake. Ed. David V. Erdman. New York: Anchor, 1988. Print.
+You can tell that the cited work is a book because of the entry's formatting. Book entries always include the book title in italics followed by the place of publication, the publisher name, and the year of publication. (There may be additional information between the book title and the place of publication, such as an editor or translator name.)"
+"Question: How long does it take to see all the animals at the zoo? | Choices: [3 minutes, 3 hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to see all the animals at the zoo is 3 hours.
+3 minutes is too fast. | Hint: Select the better estimate."
+"Question: Based on this information, what is Fido's phenotype for the fur length trait? | Choices: [ff, long fur] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Fido's observable version of the fur length trait is long fur. So, Fido's phenotype for the fur length trait is long fur. | Hint: In a group of dogs, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele F is for short fur, and the allele f is for long fur.
+Fido, a dog from this group, has long fur. Fido has two alleles for long fur."
+"Question: Which stick of butter has less thermal energy? | Choices: [the colder stick of butter, the hotter stick of butter] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two sticks of butter are made of the same material and have the same mass. So, the colder stick of butter has less thermal energy. | Hint: Two sticks of butter are identical except for their temperatures."
+"Question: What is the source of the allusion in the sentence below?
+""Michael's personality is very Jekyll and Hyde,"" Carrie told her brother. | Choices: [U.S. history, literature] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Jekyll and Hyde is literature.
+Robert Louis Stevenson's popular Victorian novella Dr. Jekyll and Mr. Hyde tells the story of a man with two distinct personalities. Known to the world as a kind and highly respected doctor, at night he transforms into a monstrous person.
+The allusion Jekyll and Hyde means kind then cruel."
+"Question: What do these two changes have in common?
+a log decomposing in the woods
+an old sandwich rotting in a trashcan | Choices: [Both are caused by heating., Both are only physical changes., Both are chemical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+The breakdown of plant and animal matter by organisms such as fungi and earthworms is called decomposition. A log decomposing in the woods is a chemical change.
+As the log breaks down, the type of matter in it changes. Over time, the log becomes softer and has a different smell.
+A sandwich rotting is a chemical change. The matter in the sandwich breaks down and slowly turns into a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: How long is a parking space? | Choices: [22 feet, 22 yards, 22 miles, 22 inches] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a parking space is 22 feet.
+22 inches is too short. 22 yards and 22 miles are too long. | Hint: Select the best estimate."
+"Question: Which correctly shows the title of a short story? | Choices: [""The Story of a Mother"", ""The story of a mother""] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The words of and a are not important, so they should not be capitalized.
+The correct title is ""The Story of a Mother."""
+"Question: Which figure of speech is used in this text?
+Jackie insisted that her dog wasn't fat; she said that he was merely well-fed. | Choices: [euphemism, paradox] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Well-fed is an indirect way of saying overweight."
+"Question: Complete the sentence.
+In this chemical reaction, hydrogen is a (). | Choices: [product, reactant] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Identify reactants and products | Lecture: A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.
+In a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.
+The original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.
+The substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.
+So, in a chemical reaction, reactants go through a chemical change to form products. | Solution: Read the underlined text carefully. Look for information about what happens to hydrogen in this chemical reaction.
+Like people on Earth, astronauts living on the International Space Station need oxygen to survive. Since there is no oxygen in space for the astronauts to breathe, they make oxygen using a process called electrolysis. This process uses electricity to break down water into hydrogen gas and oxygen gas. The hydrogen gas can be removed from the space station or recycled, and the oxygen gas is released into the air that the astronauts breathe.
+The underlined text tells you that hydrogen forms when water breaks down. Because hydrogen is produced by this chemical reaction, hydrogen is a product. | Hint: This passage describes a chemical reaction. Read the passage. Then, follow the instructions below.
+Like people on Earth, astronauts living on the International Space Station need oxygen to survive. Since there is no oxygen in space for the astronauts to breathe, they make oxygen using a process called electrolysis. This process uses electricity to break down water into hydrogen gas and oxygen gas. The hydrogen gas can be removed from the space station or recycled, and the oxygen gas is released into the air that the astronauts breathe."
+"Question: What information supports the conclusion that Steven acquired this trait? | Choices: [Some scars fade more quickly than others., Steven's scar was caused by an accident. He cut his arm when he fell off his bicycle.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Steven has a scar on his right arm."
+"Question: What information supports the conclusion that Mabel inherited this trait? | Choices: [Mabel and her mother both have short hair., Mabel's parents were born with wavy hair. They passed down this trait to Mabel.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Mabel has wavy hair."
+"Question: Which sentence states a fact? | Choices: [Katharine Graham deserved to win a Pulitzer Prize in 1998., Katharine Graham was the first female CEO of a Fortune 500 company.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: Statements of fact make claims that are based on research, observation, or experimentation. Facts can be proved with evidence.
+Napoleon Bonaparte was shorter than King Louis XVI.
+This statement is a fact. The statement can be verified by researching and comparing the height of each man.
+Statements of opinion make claims that are based on personal judgments or perspectives. Opinions can be supported by evidence, but they cannot be definitively proved.
+Napoleon Bonaparte was a better leader than King Louis XVI.
+This statement is an opinion. People can have different ideas about what makes someone a ""better"" leader, so the statement cannot be proved. | Solution: The second sentence states a fact. It can be verified by looking up the history of CEOs of Fortune 500 companies.
+Katharine Graham was the first female CEO of a Fortune 500 company.
+The first sentence states an opinion. Deserved indicates a personal judgment.
+Katharine Graham deserved to win a Pulitzer Prize in 1998."
+"Question: Which figure of speech is used in this text?
+Everything in this room is eatable, even I'm eatable! But that is called cannibalism, my dear children, and is in fact frowned upon in most societies.
+—Willy Wonka in Charlie and the Chocolate Factory | Choices: [understatement, apostrophe] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses understatement, which involves deliberately representing something as less serious or important than it really is.
+Frowned upon in most societies is an understatement, since cannibalism—the eating of human flesh by another human being—is usually looked upon with horror."
+"Question: Which is a compound sentence? | Choices: [Brenna and her sisters drew a map of the United States and hung it on the wall., This loaf of bread is almost stale, but we can make it into bread crumbs for the meatballs.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction but.
+This loaf of bread is almost stale, but we can make it into bread crumbs for the meatballs."
+"Question: Which type of sentence is this?
+Leonardo da Vinci, who was a renowned painter and sculptor, was also an inventor and scientist. | Choices: [compound, complex, compound-complex, simple] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the relative pronoun who.
+Leonardo da Vinci, who was a renowned painter and sculptor, was also an inventor and scientist."
+"Question: Based on this information, what is Marlin's phenotype for the eye color trait? | Choices: [black eyes, ee] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Marlin's observable version of the eye color trait is black eyes. So, Marlin's phenotype for the eye color trait is black eyes. | Hint: In a group of koi fish, some individuals have red eyes and others have black eyes. In this group, the gene for the eye color trait has two alleles. The allele E is for red eyes, and the allele e is for black eyes.
+Marlin, a koi fish from this group, has black eyes. Marlin has two alleles for black eyes."
+"Question: Which word would you find on a dictionary page with the following guide words?
+tender - torn | Choices: [tray, thankful] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since thankful is between the guide words tender - torn, it would be found on that page."
+"Question: Assume all other forces on Megan are balanced. Which statement describes the forces on Megan? | Choices: [The forces are balanced, so there is no net force on Megan., The forces are unbalanced, so there is a net force on Megan.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Balanced and unbalanced forces | Lecture: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
+When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
+When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | Solution: To determine if there is a net force on Megan, look at the forces:
+Earth's gravity is pulling Megan down with a force of 600 N.
+The seat of the cart is pushing Megan up with a force of 1,200 N.
+The forces are in opposite directions, and the forces have different magnitudes: 600 N and 1,200 N. This means that the forces are unbalanced, so there is a net force on Megan. | Hint: Megan is sitting on a roller coaster cart as it reaches the bottom of a big loop. Earth's gravity is pulling down on Megan with a force of 600N. The seat of the cart is pushing up on Megan with a force of 1,200N."
+"Question: How long is a long-distance running race? | Choices: [24 meters, 24 kilometers, 24 centimeters, 24 millimeters] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a long-distance running race is 24 kilometers.
+24 millimeters, 24 centimeters, and 24 meters are all too short. | Hint: Select the best estimate."
+"Question: Which text uses the word terribly in its traditional sense? | Choices: [Wesley shivered as he gazed at the terribly steep, snowy slope. After calming his nerves, he began his descent., Wesley shivered terribly as he gazed at the snow-clad slope. After calming his nerves, he began his descent.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses terribly in its traditional sense: in a terrible manner.
+Wesley shivered terribly as he gazed at the snow-clad slope. After calming his nerves, he began his descent.
+The first text uses terribly in its nontraditional sense: extremely; very.
+Wesley shivered as he gazed at the terribly steep, snowy slope. After calming his nerves, he began his descent.
+Most style guides recommend to use the traditional sense of the word terribly because it is considered more standard."
+"Question: Which correctly shows the title of a movie? | Choices: [""A Kiss for Cinderella"", ***A Kiss for Cinderella***] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A movie should be in italics.
+The correct title is **A Kiss for Cinderella**."
+"Question: What does the verbal irony in this text suggest?
+""This salsa could use a little more spice,"" Vijay said as he gulped down water and wiped tears from his eyes. | Choices: [The salsa was too spicy., The salsa was tasteless.] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Could use a little more spice ironically suggests that the salsa was too spicy. Vijay gulped down water and wiped tears from his eyes, indications that the salsa was indeed too spicy."
+"Question: Is the following trait inherited or acquired?
+Jason can ride a motorcycle. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to ride a motorcycle. Instead, many people learn how to ride. So, riding a motorcycle is an acquired trait. | Hint: Hint: Riding a motorcycle well takes practice."
+"Question: Assume all other forces on Martin are balanced. Which statement describes the forces on Martin? | Choices: [The forces are balanced, so there is no net force on Martin., The forces are unbalanced, so there is a net force on Martin.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Balanced and unbalanced forces | Lecture: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
+When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
+When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | Solution: To determine if there is a net force on Martin, look at the forces:
+Earth's gravity is pulling Martin down with a force of 400 N.
+The diving board is pushing Martin up with a force of 400 N.
+The forces are in opposite directions, and the forces have the same magnitude: 400 N. This means that the forces are balanced, so there is no net force on Martin. | Hint: Martin is standing on a diving board at the pool. Earth's gravity is pulling down on Martin with a force of 400N. The diving board is pushing up on Martin with a force of 400N."
+"Question: Suppose Isabelle decides to bake bran muffins. Which result would be a cost? | Choices: [Isabelle will get to eat more muffins. She can make more bran muffins than chocolate muffins., Isabelle will give up the chance to eat chocolate muffins. She thinks chocolate muffins are tastier than bran muffins.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Isabelle wants or needs:
+Isabelle will give up the chance to eat chocolate muffins. She thinks chocolate muffins are tastier than bran muffins. | Hint: Isabelle is deciding whether to bake chocolate muffins or bran muffins. She wants the muffins to be tasty. But she also wants to make a lot of muffins."
+"Question: According to Newton's third law, what other force must be happening? | Choices: [The door is pushing on Kinsley's hand., The door is pulling on Kinsley's hand.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Predict forces using Newton's third law | Lecture: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
+For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Solution: Kinsley's hand is pushing on the door. So, Newton's third law tells you that the door is pushing on Kinsley's hand. | Hint: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
+Consider the following force:
+Kinsley's hand is pushing on a door."
+"Question: Suppose Meg decides to plant the magnolia tree. Which result would be a cost? | Choices: [The magnolia tree will use up more space than the hydrangeas would have used up., Meg will get to look at the magnolia tree. She thinks it will look more beautiful than the hydrangeas would have looked.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Meg wants or needs:
+The magnolia tree will use up more space than the hydrangeas would have used up. | Hint: Meg is deciding whether to plant hydrangeas or a magnolia tree in her backyard. She wants to make her backyard more beautiful. But she also wants to leave space for doing fun things."
+"Question: Which correctly shows the title of a song? | Choices: [""Black or White"", Black or White] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A song should be in quotation marks.
+The correct title is ""Black or White."""
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Does the university directory list contact information for the head of the English department?, Does it list contact information for the head of the English department?] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.
+The first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the university directory.
+Does the university directory list contact information for the head of the English department?"
+"Question: Which tense does the sentence use?
+Akiko teaches Audrey about customs in Japan. | Choices: [future tense, past tense, present tense] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, teaches. The verb ends in -es and tells you about something that is true or happening now."
+"Question: How long is the Mississippi River? | Choices: [2,300 feet, 2,300 inches, 2,300 yards, 2,300 miles] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of the Mississippi River is 2,300 miles.
+2,300 inches, 2,300 feet, and 2,300 yards are all too short. | Hint: Select the best estimate."
+"Question: The city of Fairview has been one of the world's biggest makers of cough drops for many years. But last month, Fairview's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops? | Choices: [The supply will probably go up., The supply will probably go down.] | Task: closed choice | Subject: social science | Grade: grade8 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Floods destroyed the cough drop factories in Fairview. The number of producers of cough drops went down. So, the supply of cough drops will probably go down."
+"Question: Which word would you find on a dictionary page with the following guide words?
+harness - hotel | Choices: [hurdle, himself] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since himself is between the guide words harness - hotel, it would be found on that page."
+"Question: How long does it take to sing the ABC song? | Choices: [26 seconds, 26 minutes] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to sing the ABC song is 26 seconds.
+26 minutes is too slow. | Hint: Select the better estimate."
+"Question: Based on this information, what is Peanut's phenotype for the fur color trait? | Choices: [ff, brown fur] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Peanut's observable version of the fur color trait is brown fur. So, Peanut's phenotype for the fur color trait is brown fur. | Hint: In a group of rabbits, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele F is for black fur, and the allele f is for brown fur.
+Peanut, a rabbit from this group, has brown fur. Peanut has two alleles for brown fur."
+"Question: Would you find the word impolite on a dictionary page with the following guide words?
+ice - intense | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since impolite is between the guide words ice - intense, it would be found on that page."
+"Question: Which type of sentence is this?
+Kathleen is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. | Choices: [simple, compound-complex, compound, complex] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.
+Kathleen is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years."
+"Question: Which figure of speech is used in this text?
+Emilio returned to the parking lot to find his car somewhat destroyed. Apparently someone had crashed into it while he was working and had broken the entire front windshield. | Choices: [euphemism, oxymoron] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Somewhat destroyed is a contradiction, because somewhat means partially or moderately, and destroyed implies totally wrecked."
+"Question: Which is a compound sentence? | Choices: [Later the sailors will wash the deck of the ship., The sun came out, and the clouds in the sky disappeared.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction and.
+The sun came out, and the clouds in the sky disappeared."
+"Question: Using only these supplies, which question can Michelle investigate with an experiment? | Choices: [Will eight ounces of carbonated water or eight ounces of tap water get warmer when placed in a jar in the sun?, When placed in the sun, will eight ounces of water in a glass jar or eight ounces of water in a plastic cup get warmer?, When placed in the sun, will eight ounces of water in a closed jar or eight ounces of water in an open jar get warmer?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Michelle leaves a glass jar of cold tea outside in full sunlight. When she goes to get it, she notices that the tea is warm. She wonders what factors affect how warm a liquid gets from sitting in the sunlight. So, she decides to design an experiment. She has the following supplies available:
+two identical glass jars
+two jar lids
+tap water
+a measuring cup
+two thermometers"
+"Question: Select the animal. | Choices: [Catfish swim underwater., Oleander trees can grow colorful flowers.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A catfish is an animal. It swims underwater.
+A catfish is a fish. Unlike most other fish, catfish do not have scales! They have slimy skin.
+An oleander tree is a plant. It can grow colorful flowers.
+There are over 400 different types of oleander plants."
+"Question: The mom and dad push the strollers at the same speed. Which stroller is pushed with a larger force? | Choices: [a stroller with kid that weighs 22 pounds, a stroller with kid that weighs 28 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the stroller that is heavier.
+A stroller holding a kid that weighs 28 pounds is heavier than a stroller holding a kid that weighs 22 pounds. So, the stroller holding the kid that weighs 28 pounds needs to be pushed with a larger force to start moving forward at the same speed as the other other stroller. | Hint: A mom, a dad, and two kids are going for a walk. The mom and the dad each push one of the kids in a stroller. The strollers are the same. But the kids are different sizes."
+"Question: Compare the motion of three cars. Which car was moving at the lowest speed? | Choices: [a car that moved 435miles west in 10hours, a car that moved 655miles east in 10hours, a car that moved 400miles north in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each car moved and the time it took to move that distance. The direction each car moved does not affect its speed.
+Notice that each car moved for 10 hours. The car that moved 400 miles moved the shortest distance in that time. So, that car must have moved at the lowest speed."
+"Question: What information supports the conclusion that Ling acquired this trait? | Choices: [Ling's scar was caused by an accident. She cut her arm when she fell off her bicycle., Ling's sister has a bruise from falling on her elbow., Ling's scar is on her right elbow. Her father also has a scar on his right elbow.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Ling has a scar on her right elbow."
+"Question: How long is an adult great white shark? | Choices: [6 inches, 6 yards, 6 feet] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of an adult great white shark is 6 yards.
+6 inches and 6 feet are both too short. | Hint: Select the best estimate."
+"Question: What information supports the conclusion that Melissa inherited this trait? | Choices: [Melissa's parents were born with wavy hair. They passed down this trait to Melissa., Melissa and her mother both have short hair.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Melissa has wavy hair."
+"Question: Select the one animal that has all of the reptile traits listed above. | Choices: [Coral snakes hatch from eggs with shells. They spend most of their time underground or hiding under leaves. Coral snakes have scaly, waterproof skin., Bengal tigers are one of the world's largest living cats. They have black, white, and orange fur. Female Bengal tigers feed their offspring milk. Male Bengal tigers can be almost twice as large as females!] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Reptiles have the following traits:
+They have scaly, waterproof skin.
+They make eggs with shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A coral snake has the following traits:
+It has scaly, waterproof skin.
+It makes eggs with shells.
+A coral snake has the traits of a reptile. A coral snake is a reptile.
+A Bengal tiger has the following traits:
+It feeds its offspring milk.
+It has hair.
+A Bengal tiger does not have all of the traits of a reptile. A Bengal tiger is a mammal. | Hint: Reptiles are a group of animals with similar traits. The following traits can be used to identify reptiles:
+They have scaly, waterproof skin.
+They make eggs with shells. Observe the animals and read the descriptions."
+"Question: Does this passage describe the weather or the climate?
+Southern California usually gets strong winds in the fall and winter. People call them Santa Ana winds. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Southern California usually gets strong winds in the fall and winter. People call them Santa Ana winds.
+This passage tells you about the usual wind pattern in Southern California. It does not describe what the weather is like on a particular day. So, this passage describes the climate. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: What do these two changes have in common?
+chicken cooking in an oven
+making paper from wood | Choices: [Both are caused by cooling., Both are caused by heating., Both are only physical changes., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Cooking chicken is a chemical change. The heat causes the matter in the chicken to change. Cooked chicken and raw chicken are different types of matter.
+Making paper from wood is a chemical change. Paper is made by mixing tiny pieces of wood with special chemicals. The wood reacts with the chemicals to form pulp. Wood and pulp are different types of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Cooking is caused by heating. But making paper from wood is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What is the mass of an apple? | Choices: [110 kilograms, 110 grams] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of an apple is 110 grams.
+110 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: Which closing is correct for a letter? | Choices: [See you soon,
+Gabby, See You Soon,
+Gabby] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Would you find the word blouse on a dictionary page with the following guide words?
+board - bundle | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since blouse is not between the guide words board - bundle, it would not be found on that page."
+"Question: Which phrase has a more positive connotation? | Choices: [a nosy person, an inquisitive person] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: An inquisitive person has a more positive connotation. Inquisitive and nosy both denote taking an interest in something. However, inquisitive suggests a healthy interest in learning more, while nosy suggests an inappropriate interest in other people's affairs."
+"Question: Which figure of speech is used in this text?
+After Wanda cooked and served a scrumptious dinner, Dad boasted that she is the Julia Child of our family. | Choices: [simile, allusion] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+Julia Child alludes to the famous chef who is known for popularizing French cuisine in the United States."
+"Question: Does this passage describe the weather or the climate?
+The dry season in Emmett's hometown usually lasts from November to May. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+The dry season in Emmett's hometown usually lasts from November to May.
+This passage tells you about the usual precipitation pattern where Emmett is from. It does not describe what the weather is like on a particular day. So, this passage describes the climate. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Based on this information, what is this plant's phenotype for the fruit color trait? | Choices: [yellow fruit, red fruit] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine the tomato plant's phenotype for the fruit color trait. First, consider the alleles in the plant's genotype for the fruit color gene. Then, decide whether these alleles are dominant or recessive.
+The allele for red fruit (F) is dominant over the allele for yellow fruit (f). This means F is a dominant allele, and f is a recessive allele.
+The tomato plant's genotype of Ff has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the tomato plant's phenotype for the fruit color trait must be red fruit. | Hint: In a group of tomato plants, some individuals have red fruit and others have yellow fruit. In this group, the gene for the fruit color trait has two alleles. The allele for red fruit (F) is dominant over the allele for yellow fruit (f).
+A certain tomato plant from this group has the heterozygous genotype Ff for the fruit color gene."
+"Question: Which sentence is more formal? | Choices: [There are some things that Ms. Stevenson wants to bring up at the next city council meeting., Ms. Stevenson has several important proposals to discuss at the next city council meeting.] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The second sentence is less formal. You can tell because it uses overly simple or imprecise language (some things, bring up).
+The first sentence uses more precise language, so it is more formal overall."
+"Question: What is the mass of a skateboard? | Choices: [3 grams, 3 kilograms] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a skateboard is 3 kilograms.
+3 grams is too light. | Hint: Select the better estimate."
+"Question: Many people around the world celebrate the new year on January 1. But many other people celebrate the new year on different days. Why? | Choices: [They want to celebrate during summer., They think celebrating on January 1 is bad luck., They use different calendars., They are confused about what day it is.] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: culture | Skill: Lunar New Year | Lecture: nan | Solution: People celebrate the new year on different days because they use different calendars.
+Which calendars do people use?"
+"Question: Which sentence states a fact? | Choices: [The book Charlotte's Web has an unhappy ending., Written by E. B. White, Charlotte's Web was first printed in 1952.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The second sentence states a fact.
+Written by E. B. White, Charlotte's Web was first printed in 1952.
+It can be proved by checking inside the book's front cover.
+The first sentence states an opinion.
+The book Charlotte's Web has an unhappy ending.
+Unhappy shows what a person believes, thinks, or feels. Another person might have a different opinion about the book's ending."
+"Question: Select the temperature shown by this thermometer. | Choices: [120°F, 95°F, 105°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Read a thermometer | Lecture: A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is °.
+Some thermometers measure temperature in degrees Fahrenheit (°F). Fahrenheit is one scale used to measure temperature.
+This is a tube thermometer. It has a tube filled with a red liquid.
+There is a Fahrenheit scale along the right side of the tube. The top of the red liquid lines up with the number 80 on the scale. So, the temperature shown by this thermometer is 80°F. | Solution: Find the top of the red liquid.
+Now look at the scale to the right. The top of the red liquid is halfway between 100 and 110. So, the temperature is 105°F."
+"Question: Which figure of speech is used in this text?
+Lexi, please stay away from the ocean. You shouldn't go in the water until you know how to swim. | Choices: [oxymoron, paradox] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+You shouldn't go in the water until you know how to swim at first appears to be contradictory, because it is impossible to learn how to swim without going in the water. However, it contains some truth: you should not go into deep or dangerous water without first knowing how to swim."
+"Question: Use the evidence in the text to select the photosynthetic organism. | Choices: [Stinging nettle slug caterpillars are covered in sharp spines that protect them from predators. These caterpillars get the energy they need to live by eating leaves., Aloe ferox plants have thick, spiny leaves and red flowers. These plants make sugars from carbon dioxide and water. The plants get the energy they need to live from these sugars.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Identify the photosynthetic organism | Lecture: Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy, carbon dioxide, and water to produce sugars and oxygen.
+Photosynthetic organisms also often have the following characteristics:
+They are producers, which are organisms that make their own food inside their cells. Because producers make their own food, they typically do not eat other organisms.
+Their cells contain chloroplasts, which are cell structures where photosynthesis occurs.
+Their chloroplasts often contain a green substance called chlorophyll. Chlorophyll captures light energy from the Sun to power photosynthesis.
+They use the sugars they produce during photosynthesis as food. This food provides energy that helps the organisms live, grow, and reproduce. | Solution: This organism is photosynthetic:
+The text tells you that Aloe ferox plants get energy from the sugars they make using carbon dioxide and water. This is evidence that the Aloe ferox plant is a photosynthetic organism.
+This organism is not photosynthetic:
+The text does not provide evidence that the stinging nettle slug caterpillar is photosynthetic."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Mrs. Harper informed her assistant that she had to book a flight to Seoul immediately., Mrs. Harper told her assistant to book a flight to Cedarburg immediately.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun she could refer to Mrs. Harper or her assistant.
+Mrs. Harper informed her assistant that she had to book a flight to Seoul immediately.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Mrs. Harper told her assistant to book a flight to Cedarburg immediately."
+"Question: Which tense does the sentence use?
+Dad will love your surprise gift! | Choices: [future tense, past tense, present tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, love. The verb tells you about something that is going to happen."
+"Question: By 1860, there were almost four million enslaved African American people in the United States. What is an enslaved person? | Choices: [a person who works for someone else for 4 to 7 years, a person who is owned by someone else, a person who is a criminal, a person who is drafted into the army] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: us-history | Skill: Antebellum Period: abolitionist and proslavery perspectives | Lecture: nan | Solution: An enslaved person is a person who is owned by someone else. Slaveholders in the 1800 s had the power to sell, punish, and work an enslaved person.
+By the antebellum period, or the time period leading up to the Civil War, African American people had been enslaved in North America for over 300 years. By 1860, there were almost four million enslaved African American people in the United States."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Before Ken decided on a double major in history and Russian literature, he talked to them about the requirements for each major., Before Ken decided on a double major in history and Russian literature, he talked to academic advisers about the requirements for each major.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun them is used without its antecedent.
+The second answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with academic advisers.
+Before Ken decided on a double major in history and Russian literature, he talked to academic advisers about the requirements for each major."
+"Question: Which logical fallacy is used in the text?
+I used to love this TV show, but then I found out that Shane likes it, too. So I changed my opinion—if someone like Shane likes a show, it can't be as good as I thought! | Choices: [guilt by association: a negative association intended to discredit someone or something, straw man: a misrepresentation of an opponent's position that makes it easier to argue against, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that a television show must be bad because someone the speaker hates enjoys it. However, this is not evidence that the show is bad. This illustrates a type of logical fallacy known as guilt by association."
+"Question: Select the mammal. | Choices: [bottlenose dolphin, red-headed poison frog, cane toad, parrotfish] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Mammals have hair or fur and feed their young milk. | Solution: A red-headed poison frog is an amphibian. It has moist skin and begins its life in water.
+Poison dart frogs come in many bright colors. Their bright color warns other animals that these frogs are poisonous.
+A parrotfish is a fish. It lives underwater. It has fins, not limbs.
+Parrotfish have fins and live underwater near coral reefs. They get their name from their bird-like beak!
+A bottlenose dolphin is a mammal. It has hair and feeds its young milk.
+Dolphins may look like sharks or other fish, but they are mammals! When a baby dolphin is born, it has hair around its jaw. This hair falls out as the dolphin grows.
+A cane toad is an amphibian. It has moist skin and begins its life in water.
+Toads do not have teeth! They swallow their food whole."
+"Question: Suppose Wanda decides to get the rainbow sherbet ice cream. Which result would be a cost? | Choices: [Wanda will give up the chance to eat the peach ice cream. She likes this flavor more than rainbow sherbet., Wanda will get a free waffle cone. She will enjoy the waffle cone.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Wanda wants or needs:
+Wanda will give up the chance to eat the peach ice cream. She likes this flavor more than rainbow sherbet. | Hint: Wanda is deciding whether to get peach ice cream or rainbow sherbet ice cream. She likes peach more than rainbow sherbet. But a scoop of rainbow sherbet ice cream comes with a free waffle cone."
+"Question: Using only these supplies, which question can Billy investigate with an experiment? | Choices: [Does vegetable oil separate faster when stirred together with vinegar or with water?, Does vinegar separate faster when stirred together with olive oil or with coconut oil?, Does vegetable oil separate faster when stirred together with cold water or with hot water?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Billy mixes oil and vinegar to make salad dressing. He notices that after a few minutes, the oil and vinegar separate. He wonders what factors affect how quickly liquids separate. So, he decides to design an experiment. He has the following supplies available:
+three glass bottles
+olive oil
+vegetable oil
+vinegar
+cold water"
+"Question: Which correctly shows the title of a magazine? | Choices: [***Art of the West***, ""Art of the West""] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A magazine should be in italics.
+The correct title is **Art of the West**."
+"Question: Is the following trait inherited or acquired?
+Alexa has naturally red hair. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Humans do not choose their natural hair color. Instead, children get their natural hair color from their parents. So, Alexa's hair color is an inherited trait. | Hint: Hint: Some people dye their hair. But this does not change their natural hair color."
+"Question: Complete the sentence.
+A seedling is (). | Choices: [a young plant, a plant that makes seeds, a part of a seed] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Describe and construct conifer life cycles | Lecture: Conifers are plants that grow cones. Conifers use their cones to reproduce, or make new plants like themselves. How do conifers use their cones to reproduce?
+Conifers can grow male and female cones. Male cones make pollen, and female cones make eggs. Pollination is what happens when wind blows pollen from male cones onto female cones. After pollination, sperm from the pollen can combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.
+The seeds can fall out of the cones and land on the ground. When a seed lands on the ground, it can germinate, or start to grow into a new plant. | Solution: A seedling is a young plant. A seedling will grow into an adult plant."
+"Question: What information supports the conclusion that Wendy acquired this trait? | Choices: [Wendy likes to look at butterflies and beetles., Wendy learned to identify insects by reading many books about insects.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Wendy is good at identifying insects."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [After discussing the new research methods with Annie, Susan decided to try some of them out., After Susan discussed the new research methods with Annie, she decided to try some of them out.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun she could refer to Susan or Annie.
+After Susan discussed the new research methods with Annie, she decided to try some of them out.
+The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+After discussing the new research methods with Annie, Susan decided to try some of them out."
+"Question: What information supports the conclusion that Polly acquired this trait? | Choices: [Polly is most interested in human biology., Polly learned biology by reading, observing, and experimenting.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Polly knows a lot about biology."
+"Question: Based on this information, what is this fly's phenotype for the antenna type trait? | Choices: [mutated antennae, normal antennae] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: The fruit fly's genotype for the antenna type gene is aa. The fruit fly's genotype of aa has only a alleles. The a allele is for normal antennae. So, the fruit fly's phenotype for the antenna type trait must be normal antennae.
+To check this answer, consider whether the fruit fly's alleles are dominant or recessive. The allele for normal antennae (a) is recessive to the allele for mutated antennae (A). This means A is a dominant allele, and a is a recessive allele.
+The fruit fly's genotype of aa has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the fruit fly's phenotype for the antenna type trait must be normal antennae. | Hint: This passage describes the antenna type trait in fruit flies:
+
+In a group of fruit flies, some individuals have mutated antennae and others have normal antennae. In this group, the gene for the antenna type trait has two alleles. The allele for normal antennae (a) is recessive to the allele for mutated antennae (A).
+A certain fruit fly from this group has the homozygous genotype aa for the antenna type gene."
+"Question: Which type of sentence is this?
+As Colton sat down on the rickety old chair, it abruptly collapsed beneath him. | Choices: [compound, compound-complex, simple, complex] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.
+As Colton sat down on the rickety old chair, it abruptly collapsed beneath him."
+"Question: Suppose Charlotte decides to go on the roller coaster. Which result would be a cost? | Choices: [Charlotte will save some ride tickets. She needs fewer tickets to go on the roller coaster than on the flying bobsled., Charlotte will give up the chance to go on the flying bobsled. She would have had more fun on that ride.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Charlotte wants or needs:
+Charlotte will give up the chance to go on the flying bobsled. She would have had more fun on that ride. | Hint: Charlotte is deciding which ride to go on at the fair. She can go on either the flying bobsled or the roller coaster. She wants to have as much fun as possible at the fair."
+"Question: How long is a paper clip? | Choices: [25 millimeters, 25 kilometers, 25 meters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a paper clip is 25 millimeters.
+25 meters and 25 kilometers are both too long. | Hint: Select the best estimate."
+"Question: What is the mass of a small candy bar? | Choices: [60 grams, 60 kilograms] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a small candy bar is 60 grams.
+60 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: What is the source of the allusion in the sentence below?
+Vince's remark about your new car is clearly a case of sour grapes. | Choices: [a fable, Greek mythology] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion sour grapes is a fable.
+In the fable ""The Fox and the Grapes,"" a fox tries unsuccessfully to reach a bunch of grapes. Because he cannot reach them and therefore cannot eat them, he tells himself that they must be sour.
+The allusion sour grapes means criticizing something because you can't have it."
+"Question: Which figure of speech is used in this text?
+I must have eaten too much of Antonio's homemade chili, because now I'm so full I could explode! | Choices: [paradox, hyperbole] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+So full I could explode is an exaggeration, since it is clear that the speaker is not actually in danger of exploding."
+"Question: Which tense does the sentence use?
+Ian will pitch the ball quickly. | Choices: [future tense, present tense, past tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, pitch. The verb tells you about something that is going to happen."
+"Question: Based on this information, what is Lyla's genotype for the coat pattern gene? | Choices: [a black coat, aa] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Lyla has two alleles for a black coat (a). So, Lyla's genotype for the coat pattern gene is aa. | Hint: In a group of leopards, some individuals have a spotted coat and others have a black coat. In this group, the gene for the coat pattern trait has two alleles. The allele A is for a spotted coat, and the allele a is for a black coat.
+Lyla, a leopard from this group, has a black coat. Lyla has two alleles for a black coat."
+"Question: What does the idiom in this text suggest?
+Mr. and Mrs. Erickson usually see eye to eye, but not when it comes to the controversial mayoral race. | Choices: [Mr. and Mrs. Erickson usually agree., Mr. and Mrs. Erickson are not politically active.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom see eye to eye suggests that Mr. and Mrs. Erickson usually agree. When you see eye to eye with someone, you share their opinion."
+"Question: Select the place that doesn't belong. | Choices: [hive, moon, den, nest] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: vocabulary | Skill: Select the words that don't belong | Lecture: nan | Solution: Moon doesn't belong.
+Nest, hive, and den all name places where groups of animals live."
+"Question: Which is a run-on sentence? | Choices: [All fish use gills for breathing underwater., Grandpa teaches us how to play the fiddle it isn't easy.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Grandpa teaches us how to play the fiddle it isn't easy is a run-on sentence. It has two sentences that are joined without end punctuation: Grandpa teaches us how to play the fiddle and It isn't easy."
+"Question: Which figure of speech is used in this text?
+The metal platter landed with a great clang, spraying bits of food across the kitchen floor and cabinets. | Choices: [onomatopoeia, verbal irony] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses onomatopoeia, a word that expresses a sound.
+Clang represents the sound the metal platter made when it hit the floor."
+"Question: Is the following trait inherited or acquired?
+Doug has a scar on his left leg. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [The jeweler carefully polished the ring once he had removed the precious gemstone from it., After the jeweler removed the precious gemstone from the ring, he carefully polished it.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun it could refer to the precious gemstone or the ring.
+After the jeweler removed the precious gemstone from the ring, he carefully polished it.
+The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+The jeweler carefully polished the ring once he had removed the precious gemstone from it."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Mike accidentally bumped into the waiter, and food splattered all over Mike's shirt., Mike accidentally bumped into the waiter, and food splattered all over his shirt.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun his could refer to Mike's or the waiter's.
+The second answer choice shows a possible correction for the vague pronoun reference. His has been replaced with Mike's.
+Mike accidentally bumped into the waiter, and food splattered all over Mike's shirt."
+"Question: What is the mass of a dinner fork? | Choices: [85 grams, 85 kilograms] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a dinner fork is 85 grams.
+85 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: Which sentence is more formal? | Choices: [Andrew Carnegie made tons of dough when he sold his steel company to John Pierpont Morgan in 1901., Andrew Carnegie became one of the world's richest men after selling his steel company to John Pierpont Morgan in 1901.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The second sentence is less formal. You can tell because it uses slang (tons of dough).
+The first sentence uses formal language in place of the slang, so it is more formal overall."
+"Question: How long does it take to do ten jumping jacks? | Choices: [21 minutes, 21 seconds] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to do ten jumping jacks is 21 seconds.
+21 minutes is too slow. | Hint: Select the better estimate."
+"Question: Complete the statement. Assume that the motorcycle's mass did not change.
+The gravitational potential energy stored between the motorcycle and Earth () as Josiah rode up the hill. | Choices: [increased, stayed the same, decreased] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the motorcycle and the center of Earth changed.
+The top of the hill is higher than the bottom of the hill. As Josiah rode toward the top of the hill, the distance between the motorcycle and the center of Earth increased. So, the gravitational potential energy stored between the motorcycle and Earth increased as Josiah rode up the hill. | Hint: Read the text about an object in motion.
+Josiah rode his motorcycle from the bottom of a hill to the top of the hill."
+"Question: Which sentence states a fact? | Choices: [Benjamin Franklin was smarter than most American presidents., Benjamin Franklin was never president of the United States.] | Task: closed choice | Subject: social science | Grade: grade8 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved true by research or observation.
+George Washington became president of the United States in 1789.
+This statement is a fact. It can be proved by researching what year George Washington was inaugurated president.
+An opinion is something that a person believes, thinks, or feels. An opinion can be supported by evidence, but it cannot be proved true.
+George Washington was a better president than Thomas Jefferson.
+This statement is an opinion. People can have different ideas about what makes someone a ""better"" president, so the statement cannot be proved. | Solution: The first sentence states a fact.
+Benjamin Franklin was never president of the United States.
+It can be proved by looking at a list of U.S. presidents.
+The second sentence states an opinion.
+Benjamin Franklin was smarter than most American presidents.
+Smarter shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes one person smarter than another."
+"Question: What do these two changes have in common?
+a crayon melting in the sun
+a puddle freezing into ice on a cold night | Choices: [Both are caused by cooling., Both are only physical changes., Both are chemical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A crayon melting in the sun is a change of state. So, it is a physical change. The crayon changes state from solid to liquid. The crayon is still made of wax, even after it melts.
+A puddle freezing into ice on a cold night is a change of state. So, it is a physical change. Liquid water freezes and becomes solid, but it is still made of water. A different type of matter is not formed.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+A crayon melting in the sun is caused by heating. But a puddle freezing is not.
+Both are caused by cooling.
+A puddle freezing is caused by cooling. But a crayon melting is not."
+"Question: Using only these supplies, which question can Dana investigate with an experiment? | Choices: [Do round rocks or flat rocks skip more times when thrown across the river?, Do small rocks or large rocks skip more times when thrown across the river?, Do rocks skip more times when thrown across a river or across a pond?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Dana likes to skip rocks at the river. She notices that some of the rocks she throws skip off the surface of the water many times, while others skip once and then sink. She wonders what factors affect how well rocks skip on the water. So, she decides to design an experiment. She has the following supplies available:
+10 small flat rocks
+10 large flat rocks
+access to the river by her school"
+"Question: What is the mass of an eraser? | Choices: [42 grams, 42 kilograms] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of an eraser is 42 grams.
+42 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: Which logical fallacy is used in the text?
+I ate kielbasa right before my favorite football team won the championship back in 2006. Now, I always eat kielbasa before their games to carry them to victory. | Choices: [circular reasoning: an argument that supports a claim with the claim itself, false causation: the assumption that because two things happened together, one caused the other] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that eating kielbasa before games makes the team win. However, even though the writer ate kielbasa before his or her team won in 2006, that doesn't necessarily mean that the kielbasa was responsible for the team's success. This illustrates a type of logical fallacy known as false causation."
+"Question: Which would stretch more? | Choices: [rubber ballon, steel beam] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Stretchy is a property. A stretchy material gets longer when you pull on it.
+Look at each picture, one at a time. Imagine pulling on the material shown in each picture.
+Of the choices, the rubber ballon would stretch more. If you gently pull on a rubber balloon, it will get longer."
+"Question: What is the source of the allusion in the sentence below?
+When I learned the details of Kiera's Faustian bargain, I was in disbelief. | Choices: [Roman mythology, literature] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Faustian bargain is literature.
+In a play by Christopher Marlowe based on the legend of Faust, a man strikes a deal with the devil. Disregarding the long-term consequences of his actions, he sells his soul in exchange for power.
+The allusion Faustian bargain means a compromise of one's values for personal gain."
+"Question: The movers lift the boxes at the same speed. Which box is lifted with a larger force? | Choices: [a box holding 21 pounds, a box holding 31 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the box that is heavier.
+A box holding 31 pounds is heavier than a box holding 21 pounds. So, the box holding 31 pounds needs a larger force to start moving upward at the same speed as the other box. | Hint: Two movers are putting heavy boxes into their truck. The boxes are the same shape and size. Each mover lifts one box up into the truck at a time."
+"Question: Which figure of speech is used in this text?
+Juan's room is as tidy as an overgrown garden. | Choices: [onomatopoeia, verbal irony] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As tidy as an overgrown garden shows verbal irony because an overgrown garden is not tidy."
+"Question: Which tense does the sentence use?
+Circus clowns amuse the young children. | Choices: [future tense, present tense, past tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, amuse. The verb tells you about something that is true or happening now."
+"Question: Is the following trait inherited or acquired?
+Stefan can play the clarinet. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play the clarinet. Instead, some people learn how to play. So, playing the clarinet is an acquired trait."
+"Question: Which closing is correct for a letter? | Choices: [thanks,
+Wendy, Thanks,
+Wendy] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which closing is correct for a letter? | Choices: [Yours truly,
+Kurt, Yours Truly,
+Kurt] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Does this passage describe the weather or the climate?
+Where Jon lives, the wind often blows in from the nearby hills. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Where Jon lives, the wind often blows in from the nearby hills.
+This passage tells you about the usual wind pattern where Jon lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: What is the source of the allusion in the sentence below?
+Looking at his life, we couldn't help but see Pablo as a Job-like figure. | Choices: [the Bible, Greek mythology] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Job is the Bible.
+In the Bible, Job remains faithful and loyal to God, even after the unjust loss of his possessions, family, and health.
+The allusion Job means someone who patiently endures adversity."
+"Question: Select the liquid. | Choices: [pair of dice, water droplets, spoon, chalk] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Identify solids, liquids, and gases | Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
+Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
+When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
+Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
+When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
+Many gases are invisible. Air is a gas. | Solution: Chalk is a solid. You can easily break chalk into pieces. But each piece will still have a size and shape of its own.
+Water droplets are a liquid. A liquid takes the shape of any container it is in. If you collect water droplets in a bucket, they will take the shape of the bucket. But the water droplets will still take up the same amount of space.
+A spoon is a solid. You can bend a spoon. But it will still have a size and shape of its own.
+A pair of dice is a solid. A solid has a size and shape of its own. When you roll a pair of dice, the dice have a shape of their own. They are still cubes when they stop rolling."
+"Question: Based on this information, what is Mortimer's phenotype for the fur color trait? | Choices: [black fur, FF] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Mortimer's observable version of the fur color trait is black fur. So, Mortimer's phenotype for the fur color trait is black fur. | Hint: In a group of rabbits, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele F is for black fur, and the allele f is for brown fur.
+Mortimer, a rabbit from this group, has black fur. Mortimer has two alleles for black fur."
+"Question: What kind of sentence is this?
+Lucia considers Paris the most romantic city in the world. | Choices: [interrogative, exclamatory, declarative] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement and always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An interrogative sentence asks a question and always ends with a question mark.
+Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
+An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence is a statement and ends with a period. It is a declarative sentence."
+"Question: What is the source of the allusion in the sentence below?
+Looking at his life, we couldn't help but see Mitch as a Job-like figure. | Choices: [the Bible, Greek mythology] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Job is the Bible.
+In the Bible, Job remains faithful and loyal to God, even after the unjust loss of his possessions, family, and health.
+The allusion Job means someone who patiently endures adversity."
+"Question: Is a globe a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a globe is a good or a service, ask these questions:
+Is a globe something you can touch? Yes.
+Is a globe a job you might pay someone else to do? No.
+So, a globe is a good."
+"Question: What is the mass of a goat? | Choices: [35 grams, 35 kilograms] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a goat is 35 kilograms.
+35 grams is too light. | Hint: Select the better estimate."
+"Question: What kind of sentence is this?
+How well does Jaylen play the guitar? | Choices: [interrogative, imperative] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: Which figure of speech is used in this text?
+""There's nothing I love more than skipping lunch,"" Mr. Gibson told the flight attendant when he learned that no food would be available on his cross-country flight. | Choices: [verbal irony, personification] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Nothing I love more shows verbal irony because Mr. Gibson is probably upset that there isn't anything to eat."
+"Question: Does this passage describe the weather or the climate?
+While at the park today, Elijah noticed that the wind was coming from the southwest. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+While at the park today, Elijah noticed that the wind was coming from the southwest.
+This passage tells you about the wind direction at the park today. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Which body part pumps blood through the body? | Choices: [stomach, brain, heart] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Body parts and their functions | Lecture: nan | Solution: nan"
+"Question: Select the bird. | Choices: [porcupinefish, keel-billed toucan, red-spotted newt, harbor seal] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Birds have feathers, two wings, and a beak. | Solution: A keel-billed toucan is a bird. It has feathers, two wings, and a beak.
+Toucans have large beaks. A toucan's beak can be half as long as its body.
+A porcupinefish is a fish. It lives underwater. It has fins, not limbs.
+Porcupinefish can puff up their bodies with air or water to scare off predators.
+A harbor seal is a mammal. It has fur and feeds its young milk.
+Seals have flippers instead of arms! They use their flippers to swim underwater or to crawl on the beach.
+A red-spotted newt is an amphibian. It has moist skin and begins its life in water.
+Some newts live in water. Other newts live on land but lay their eggs in water."
+"Question: According to Newton's third law, what other force must be happening? | Choices: [The suitcase is pushing on Dean., The suitcase is pulling on Dean.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Predict forces using Newton's third law | Lecture: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
+For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Solution: Dean is pulling on the suitcase. So, Newton's third law tells you that the suitcase is pulling on Dean. | Hint: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
+Consider the following force:
+Dean is pulling on a full suitcase."
+"Question: How long is a potato? | Choices: [7 yards, 7 inches, 7 feet, 7 miles] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a potato is 7 inches.
+7 feet, 7 yards, and 7 miles are all too long. | Hint: Select the best estimate."
+"Question: Is the following trait inherited or acquired?
+Bridget has five fingers on each hand. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Most humans are born with five fingers on each hand. So, having five fingers is an inherited trait."
+"Question: What is the source of the allusion in the sentence below?
+Tyrone's remark about your new car is clearly a case of sour grapes. | Choices: [Greek mythology, a fable] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion sour grapes is a fable.
+In the fable ""The Fox and the Grapes,"" a fox tries unsuccessfully to reach a bunch of grapes. Because he cannot reach them and therefore cannot eat them, he tells himself that they must be sour.
+The allusion sour grapes means criticizing something because you can't have it."
+"Question: Which tense does the sentence use?
+Akiko teaches Chloe about customs in Japan. | Choices: [past tense, future tense, present tense] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, teaches. The verb ends in -es and tells you about something that is true or happening now."
+"Question: Which word does not rhyme? | Choices: [plan, ran, rain] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the ip sound.
+The words lake and make rhyme. They both end with the ake sound.
+The words tip and lake don't rhyme. They end with different sounds. | Solution: The words ran and plan rhyme. They both end with the an sound.
+The word rain does not rhyme. It ends with a different sound."
+"Question: Complete the sentence so that it uses personification.
+""You might think you'll always be young,"" Mrs. Stone counseled, ""but time ()"". | Choices: [creeps up on you, affects everyone] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the phrase creeps up on you. It describes time as if it were a sneaky person."
+"Question: How long is a human front tooth? | Choices: [12 millimeters, 12 kilometers, 12 centimeters, 12 meters] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a human front tooth is 12 millimeters.
+12 centimeters, 12 meters, and 12 kilometers are all too long. | Hint: Select the best estimate."
+"Question: Which figure of speech is used in this text?
+Grace asked her mother if she could adopt a cat, and her mother replied, ""It's a definite maybe,"" so Grace didn't want to get her hopes up. | Choices: [euphemism, oxymoron] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Definite maybe is a contradiction, because definite describes something that is sure, and maybe refers to something that is unsure."
+"Question: What information supports the conclusion that Daniel acquired this trait? | Choices: [Daniel knits sweaters using cotton, wool, and other types of yarn., Daniel learned how to knit in an after school program.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Daniel knows how to knit sweaters."
+"Question: Which word does not rhyme? | Choices: [globe, note, robe] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words globe and robe rhyme. They both end with the obe sound.
+The word note does not rhyme. It ends with a different sound."
+"Question: Would you find the word tub on a dictionary page with the following guide words?
+tax - theory | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since tub is not between the guide words tax - theory, it would not be found on that page."
+"Question: According to Newton's third law, what other force must be happening? | Choices: [The gas pedal is pulling on Susan's foot., The gas pedal is pushing on Susan's foot.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Predict forces using Newton's third law | Lecture: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
+For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Solution: Susan's foot is pushing on the gas pedal. So, Newton's third law tells you that the gas pedal is pushing on Susan's foot. | Hint: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
+Consider the following force:
+Susan's foot is pushing on her car's gas pedal."
+"Question: Would you find the word arrest on a dictionary page with the following guide words?
+act - axis | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since arrest is between the guide words act - axis, it would be found on that page."
+"Question: Would you find the word laughter on a dictionary page with the following guide words?
+lever - litter | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since laughter is not between the guide words lever - litter, it would not be found on that page."
+"Question: Which type of sentence is this?
+Natalie is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. | Choices: [simple, compound, complex, compound-complex] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.
+Natalie is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years."
+"Question: Which logical fallacy is used in the text?
+I'm never setting foot in any seafood restaurant again. We just had a ridiculously overpriced dinner at Rafi's Seafood Hut, and I have no interest in repeating that experience. | Choices: [hasty generalization: a very broad claim based on very little evidence, false causation: the assumption that because two things happened together, one caused the other] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that all seafood restaurants are overpriced. However, even though one seafood restaurant was overpriced, that doesn't necessarily mean that all seafood restaurants are overpriced. This illustrates a type of logical fallacy known as a hasty generalization."
+"Question: What information supports the conclusion that Carmen acquired this trait? | Choices: [Carmen was not born knowing how to identify different bird calls. She had to learn this skill., Carmen likes to photograph birds at the zoo.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Carmen is good at identifying birds from their calls."
+"Question: Complete the sentence.
+An air freshener making a room smell nice is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: An air freshener making a room smell nice is a change of state. So, it is a physical change. The matter in the air freshener is changing from solid to gas. This is called sublimation.
+The gas spreads to fill the room and changes the scent of the air. But it does not form a different type of matter."
+"Question: Which figure of speech is used in this text?
+Where have you gone, Joe DiMaggio?
+A nation turns its lonely eyes to you . . .
+—Paul Simon, ""Mrs. Robinson"" | Choices: [chiasmus, apostrophe] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses apostrophe, a direct address to an absent person or a nonhuman entity.
+Joe DiMaggio is a direct address to former baseball star Joe DiMaggio, an absent person."
+"Question: What information supports the conclusion that Shelley inherited this trait? | Choices: [Shelley and her mother both have short hair., Shelley's parents were born with wavy hair. They passed down this trait to Shelley.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Shelley has wavy hair."
+"Question: Select the one animal that has all of the bony fish traits listed above. | Choices: [Wels catfish have a bony skeleton and live in lakes, rivers, and coastal waters. Wels catfish eggs do not have shells for protection. Male catfish guard the eggs until they hatch., Gray tree frogs hatch from eggs without shells. They live underwater when they are tadpoles. They move onto land when they become adults. The moist skin of adult gray tree frogs can be green or gray. The color of their skin helps them hide on rocks or plants.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify animals | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Bony fish have the following traits:
+They have fins, not limbs.
+They live underwater.
+They have a skeleton made of bone.
+They make eggs with no shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A gray tree frog has the following traits:
+It spends part of its life in water and part on land.
+It has moist skin.
+It makes eggs with no shells.
+A gray tree frog does not have all of the traits of a bony fish. A gray tree frog is an amphibian.
+A wels catfish has the following traits:
+It has fins, not limbs.
+It lives underwater.
+It has a skeleton made of bone.
+It makes eggs with no shells.
+A wels catfish has the traits of a bony fish. A wels catfish is a bony fish. | Hint: Bony fish are a group of animals with similar traits. The following traits can be used to identify bony fish:
+They have fins, not limbs.
+They live underwater.
+They have a skeleton made of bone.
+They make eggs with no shells. Observe the animals and read the descriptions."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Emma and her sister posed for a photograph, but when the flash went off, Emma blinked., Emma and her sister posed for a photograph, but when the flash went off, she blinked.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun she could refer to Emma or her sister.
+The first answer choice shows a possible correction for the vague pronoun reference. She has been replaced with Emma.
+Emma and her sister posed for a photograph, but when the flash went off, Emma blinked."
+"Question: Select the item that doesn't belong. | Choices: [ruler, clock, timer, watch] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: vocabulary | Skill: Select the words that don't belong | Lecture: nan | Solution: Ruler doesn't belong.
+Timer, watch, and clock all name items you use to keep track of time."
+"Question: Which logical fallacy is used in the text?
+I can't believe you'd hire Mike Campbell to watch your dog! Did you know that his friend adopted a dog but then took it back to the shelter after just one week? | Choices: [guilt by association: a negative association intended to discredit someone or something, hasty generalization: a very broad claim based on very little evidence] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Mike must be an irresponsible dog owner, because his friend was an irresponsible dog owner. However, even though Mike's friend was irresponsible, that doesn't necessarily mean that Mike is also irresponsible. This illustrates a type of logical fallacy known as guilt by association."
+"Question: What do these two changes have in common?
+peeling a banana
+tying a shoelace | Choices: [Both are only physical changes., Both are caused by cooling., Both are caused by heating., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Peeling a banana is a physical change. The peel is not covering the rest of the fruit anymore. But both the peel and the banana are still made of the same type of matter as before.
+Tying a shoelace is a physical change. The shoelace gets a different shape. But it is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: How long is a parking space? | Choices: [20 inches, 20 miles, 20 yards, 20 feet] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a parking space is 20 feet.
+20 inches is too short. 20 yards and 20 miles are too long. | Hint: Select the best estimate."
+"Question: Is a purse a good or a service? | Choices: [a service, a good] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a purse is a good or a service, ask these questions:
+Is a purse something you can touch? Yes.
+Is a purse a job you might pay someone else to do? No.
+So, a purse is a good."
+"Question: Which logical fallacy is used in the text?
+We can't let Governor Merritt impose regulations on gas-guzzling cars! Soon enough, he'll start trying to ban all cars! | Choices: [slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, appeal to nature: the assumption that natural things are always good, ad hominem: an attack against the person making the argument, rather than the argument itself] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that banning cars with low fuel efficiency would lead to a ban on all cars. However, this argument offers only an extreme outcome and ignores other possible outcomes. For instance, the law may be limited to cars with low fuel efficiency. This illustrates a type of logical fallacy known as the slippery slope fallacy."
+"Question: Which cover letter is more formal? | Choices: [Now that I've got my degree, I can't wait to try and get a job on your team., Now that I have earned my degree, I am eager to apply for a position on your team.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second cover letter is more formal. It uses more elevated language (eager to apply, position). The other cover letter uses contractions and conversational language (I've got, can't wait, get a job)."
+"Question: Which type of sentence is this?
+As Dalton sat down on the rickety old chair, it abruptly collapsed beneath him. | Choices: [simple, compound, compound-complex, complex] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.
+As Dalton sat down on the rickety old chair, it abruptly collapsed beneath him."
+"Question: Look at the word. Does it have a closed syllable or an open syllable?
+beg | Choices: [closed, open] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: word-study | Skill: Is the syllable open or closed? | Lecture: Words are made up of syllables. Two kinds of syllables are closed and open.
+A closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.
+desk: short e
+kit / ten: short i / short e
+An open syllable ends with one vowel. It usually has a long vowel sound.
+go: long o
+he / ro: long e / long o
+Some open syllables end with y. The y makes a long e sound or a long i sound.
+sky: long i
+ba / by: long a / long e | Solution: The word beg ends with a consonant and has a short vowel sound. So, it has a closed syllable."
+"Question: What is the volume of a bowl of soup? | Choices: [280 liters, 280 milliliters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a bowl of soup is 280 milliliters.
+280 liters is too much. | Hint: Select the better estimate."
+"Question: Which logical fallacy is used in the text?
+All of my friends are coming to my birthday party. If Miranda doesn't, she might as well tell me that she doesn't like me. | Choices: [false dichotomy: an argument that presents only two choices when more options exist, red herring: the use of a completely unrelated topic or idea] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that if Miranda doesn't go to the speaker's birthday party, it means that she hates the speaker. However, there may be a number of reasons why Miranda wouldn't go to the party. This illustrates a type of logical fallacy known as a false dichotomy."
+"Question: Does this passage describe the weather or the climate?
+Hassan noticed that the wind was blowing in from the ocean this afternoon. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Hassan noticed that the wind was blowing in from the ocean this afternoon.
+This passage tells you about the wind direction where Hassan was this afternoon. It describes the atmosphere at a certain place and time. So, this passage describes the weather."
+"Question: Does the sentence use a simile or a metaphor?
+Mrs. Boyd is kind, and her heart is gold. | Choices: [simile, metaphor] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: Mrs. Boyd is kind, and her heart is gold.
+The words heart and gold are compared without the word like or as. So, the sentence uses a metaphor."
+"Question: Which word does not rhyme? | Choices: [stork, cork, rock] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words stork and cork rhyme. They both end with the ork sound.
+The word rock does not rhyme. It ends with a different sound."
+"Question: What does the allusion in this text suggest?
+With the gutters clogged and water rising in the streets, Tanvi, who was watching the storm from her window, commented, ""We're going to need an ark to get out of here."" | Choices: [Tanvi plans to build a boat., Tanvi thinks the storm will cause major flooding.] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+The allusion to an ark suggests that Tanvi thinks the storm will cause major flooding. In the Bible, it rains for forty days and forty nights; Noah, his family, and animals of every species survive the great flood in an ark that he builds."
+"Question: Which graduation announcement is more formal? | Choices: [Shawn Morton is graduating, and we couldn't be more proud!, We are proud to announce the graduation of Shawn Morton.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second graduation announcement is more formal. It uses more ceremonious language (proud to announce). The other graduation announcement uses more conversational language (we couldn't be more proud!)."
+"Question: Which text uses the word ironic in its traditional sense? | Choices: [Last winter, Craig took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week., Last winter, Craig took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses ironic in its traditional sense: contrary to what was intended, often in an amusing way. It's ironic because Craig tried to get away from the snow but found himself in a snowstorm regardless.
+Last winter, Craig took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week.
+The first text uses ironic in its nontraditional sense: marked by coincidence. It was a coincidence that Craig's friends were in Florida the week before.
+Last winter, Craig took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.
+Most style guides recommend to avoid using the nontraditional sense of the word ironic because it is generally considered incorrect."
+"Question: Suppose Kimberly decides to make potato soup. Which result would be a cost? | Choices: [The potato soup will be tastier than the beef barley soup would have been., Kimberly will spend more time making the potato soup than she would have spent making the beef barley soup.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Kimberly wants or needs:
+Kimberly will spend more time making the potato soup than she would have spent making the beef barley soup. | Hint: Kimberly is deciding whether to make potato soup or beef barley soup for dinner. She wants dinner to be as tasty as possible. But she is also hungry and wants to eat soon."
+"Question: Which type of sentence is this?
+As Harry sat down on the rickety old chair, it abruptly collapsed beneath him. | Choices: [simple, complex, compound-complex, compound] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.
+As Harry sat down on the rickety old chair, it abruptly collapsed beneath him."
+"Question: Is this a run-on sentence?
+At Okunoin, Japan's largest cemetery, visitors will find some unusual memorials, there's even a monument to puffer fish that have died at the hands of chefs. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is a run-on sentence. It is a comma splice formed from two sentences run together, joined by just a comma.
+At Okunoin, Japan's largest cemetery, visitors will find some unusual memorials, there's even a monument to puffer fish that have died at the hands of chefs.
+Here is one way to fix the run-on sentence:
+At Okunoin, Japan's largest cemetery, visitors will find some unusual memorials; there's even a monument to puffer fish that have died at the hands of chefs."
+"Question: What information supports the conclusion that Diane inherited this trait? | Choices: [Some people use a hair dryer to straighten their hair. But Diane and her brothers have naturally straight hair., Both of Diane's biological parents have naturally black hair., When she was younger, Diane wore ribbons in her naturally black hair.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Diane has naturally black hair."
+"Question: Which is a compound sentence? | Choices: [The package includes some old letters from my grandma to my dad and a broken pocket watch., Before the performance, Vicky tied a satin sash around her waist, and Nicole braided her hair.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction and.
+Before the performance, Vicky tied a satin sash around her waist, and Nicole braided her hair."
+"Question: What information supports the conclusion that Ed acquired this trait? | Choices: [Ed learned how to knit in an after school program., Ed knits sweaters using cotton, wool, and other types of yarn.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Ed knows how to knit sweaters."
+"Question: What kind of sentence is this?
+In the game today, Norma hit a home run with bases loaded! | Choices: [declarative, interrogative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement and always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An interrogative sentence asks a question and always ends with a question mark.
+Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
+An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence is a statement that shows strong feeling and ends with an exclamation point. It is an exclamatory sentence."
+"Question: Which correctly shows the title of an article? | Choices: [Sunrise on the Shutdown, ""Sunrise on the Shutdown""] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, or article should be in quotation marks.
+""You Are My Sunshine"" | Solution: An article should be in quotation marks.
+The correct title is ""Sunrise on the Shutdown."""
+"Question: Which closing is correct for a letter? | Choices: [Many Thanks,
+Liz, Many thanks,
+Liz] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: How long is a tennis racket? | Choices: [60 kilometers, 60 centimeters] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?
+The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.
+There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.
+There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. | Solution: The better estimate for the length of a tennis racket is 60 centimeters.
+60 kilometers is too long. | Hint: Select the better estimate."
+"Question: What does the verbal irony in this text suggest?
+After a jog around the block, Jasmine collapsed on the couch and declared with a wheeze, ""Well, I'm ready to run a marathon."" | Choices: [Jasmine was out of shape., Jasmine plans to run more.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Ready to run a marathon ironically suggests that Jasmine was out of shape. She was actually far from ready to run a marathon."
+"Question: Which logical fallacy is used in the text?
+This fast food chain claims that they've served five billion people, so they must have the best hamburger in town. Five billion people can't be wrong! | Choices: [bandwagon fallacy: the assumption that the popular choice is automatically correct, circular reasoning: an argument that supports a claim with the claim itself] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that the fast food chain has the best hamburger, because they've served five billion people. However, even though they've served five billion people, that doesn't necessarily mean that they have the best hamburger. This illustrates a type of logical fallacy known as the bandwagon fallacy."
+"Question: Which figure of speech is used in this text?
+The city of Bloomington is currently experiencing a minor crisis. Its sanitation workers are on strike, and the garbage is piling up in the streets. | Choices: [paradox, oxymoron] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Minor crisis is a contradiction, because minor means small or insignificant, and a crisis is a large problem."
+"Question: Is the following statement true or false?
+An animal cell has a cell membrane. | Choices: [true, false] | Task: true-or false | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Cell part functions: true or false | Lecture: nan | Solution: An animal cell has a cell membrane.
+This statement is true. Every cell has a cell membrane. The cell membrane controls which substances enter and leave the cell."
+"Question: Using only these supplies, which question can Kevin investigate with an experiment? | Choices: [Which type of tree do the squirrels feed from most often?, Do the squirrels eat walnuts from large feeders more often than from small feeders?, Do the squirrels select sunflower seeds or walnuts more often?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Kevin enjoys feeding the squirrels in his backyard. He notices that they spend a lot of time collecting seeds and nuts. He wonders about what factors affect which foods squirrels choose to collect. So, he decides to design an experiment. He has the following supplies available:
+two identical squirrel feeders
+a bag of sunflower seeds
+a bag of walnuts
+a tree to hang the feeders from"
+"Question: Which tense does the sentence use?
+The anthropologists will go into the canyon. | Choices: [past tense, present tense, future tense] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, go. The verb tells you about something that is going to happen."
+"Question: What do these two changes have in common?
+a piece of pear turning brown
+baking cookies | Choices: [Both are chemical changes., Both are caused by cooling., Both are only physical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A piece of a pear turning brown is a chemical change. The substances in the pear react with oxygen in the air and turn into a different type of matter.
+If you scrape off the brown part of the pear, the inside will still be white. The inside hasn't touched the air. So the chemical change hasn't happened to that part of the pear.
+Baking cookies is a chemical change. The type of matter in the cookie dough changes when it is baked. The cookie dough turns into cookies!
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Baking is caused by heating. But a piece of pear turning brown is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her narrative voice?
+During our last game, our pitcher Felipe suddenly grabbed his wrist after throwing a fastball. Coach Hoffman asked him if he was OK, and Felipe said that it hurt. None of us knew what was wrong with him and he was whisked off to the doctor, who ultimately diagnosed a forearm strain and wrist tendinitis. After three weeks of rehabilitation, Felipe finally returned. Coach Hoffman said he was glad Felipe was back, and Felipe said he was happy and relieved. | Choices: [by using active voice, by removing biased language, by adding dialogue] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her narrative voice by adding dialogue.
+For example, the writer could replace the underlined sentences with exchanges between Coach Hoffman and Felipe.
+During our last game, our pitcher Felipe suddenly grabbed his wrist after throwing a fastball. Coach Hoffman asked him if he was OK, and Felipe said that it hurt. None of us knew what was wrong with him and he was whisked off to the doctor, who ultimately diagnosed a forearm strain and wrist tendinitis. After three weeks of rehabilitation, Felipe finally returned. Coach Hoffman said he was glad Felipe was back, and Felipe said he was happy and relieved."
+"Question: Select the one animal that has all of the amphibian traits listed above. | Choices: [Barn owls live on every continent except Antarctica. They have feathers, two wings, and a beak. They hatch from eggs with shells., California newts have moist, smooth skin that is brown and orange. Their eggs have no shells, but they are protected by a poisonous gel. Young California newts live in shallow pools or streams. Adult newts live mostly on land.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Amphibians have the following traits:
+They spend part of their lives in water and part on land.
+They have moist skin.
+They make eggs with no shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A barn owl has the following traits:
+It has feathers.
+It has wings.
+It has a beak.
+It makes eggs with shells.
+A barn owl does not have all of the traits of an amphibian. A barn owl is a bird.
+A California newt has the following traits:
+It spends part of its life in water and part on land.
+It has moist skin.
+It makes eggs with no shells.
+A California newt has the traits of an amphibian. A California newt is an amphibian. | Hint: Amphibians are a group of animals with similar traits. The following traits can be used to identify amphibians:
+They spend part of their lives in water and part on land.
+They have moist skin.
+They make eggs with no shells. Observe the animals and read the descriptions."
+"Question: Complete the statement. Assume that Robert's mass did not change.
+The gravitational potential energy stored between Robert and Earth () as he rode the escalator. | Choices: [increased, decreased, stayed the same] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between Robert and the center of Earth changed.
+The second floor is higher than the first floor. As he rode the escalator toward the second floor, the distance between Robert and the center of Earth increased. So, the gravitational potential energy stored between Robert and Earth increased as he rode the escalator. | Hint: Read the text about a person in motion.
+Robert rode an escalator from the first floor to the second floor of a shopping mall."
+"Question: Which tense does the sentence use?
+The farmer will grow corn in that field. | Choices: [present tense, past tense, future tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, grow. The verb tells you about something that is going to happen."
+"Question: Which is a compound sentence? | Choices: [The highway is full of cracks, so the workers are repairing it., The engine in the car makes a strange noise.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.
+The highway is full of cracks, so the workers are repairing it."
+"Question: Select the one true statement. | Choices: [An animal cell has chloroplasts but not a cell wall., Chloroplasts use the energy from sunlight to make sugar for plant cells., Lysosomes are the sites where ribosomes build proteins in animal cells.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Compare cells and cell parts | Lecture: nan | Solution: nan"
+"Question: Using only these supplies, which question can Jaden investigate with an experiment? | Choices: [Does a pie crust made with white flour burn more quickly when the pie is cooked in a glass pan or in an aluminum pan?, Do pie crusts made with white flour burn less quickly when covered with aluminum foil or when left uncovered?, Does a pie crust made with white flour burn more quickly than a pie crust made with whole wheat flour?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Jaden is baking a pie. He notices that the crust burns before the pie is fully cooked. He wonders what factors affect whether a pie crust will burn in the oven. So, he decides to design an experiment. He has the following supplies available:
+ingredients for pumpkin pie filling
+ingredients for apple pie filling
+two pie crusts made with white flour
+a glass pie pan
+an aluminum pie pan
+an oven"
+"Question: Select the animal. | Choices: [Tulips have a green stem., Flamingos walk and fly.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A tulip is a plant. It has a green stem.
+Tulips grow best in cool, dry places.
+A flamingo is an animal. It walks and flies.
+Flamingos live in large groups. These groups are called flocks."
+"Question: How long is a seesaw? | Choices: [4 yards, 4 feet, 4 miles, 4 inches] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a seesaw is 4 yards.
+4 inches and 4 feet are too short. 4 miles is too long. | Hint: Select the best estimate."
+"Question: Complete the sentence.
+Animals produce waste, which (). | Choices: [their bodies cannot use, all stays in the animal's body forever, is used to help the animal grow] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Body systems: removing waste | Lecture: Waste is material within an animal's body that it cannot use. If waste builds up in an animal's body, it will make the animal sick. So, the waste must be removed.
+Excretion and elimination are two ways waste can be removed from an animal's body.
+ Waste that is made by an animal's cells is removed by the excretory system. The waste in a cell comes from the breakdown of nutrients. Cells break down nutrients and make many different chemicals. The animal uses most of these chemicals to stay healthy. But cells also make some chemicals that the animal does not need. The release of unneeded chemicals as waste is called excretion. 
+ Waste that is left over from food is removed by the digestive system. The digestive system breaks down food and takes in small nutrient particles. Some parts of the food are left over after the nutrients are absorbed. These parts are waste. The anus releases this waste from the body. The release of waste left over from food is called elimination. | Solution: Animals produce material that their bodies cannot use. This material is waste."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Nick waved goodbye to Tyler as his train pulled out of the station., As Tyler's train pulled out of the station, Nick waved goodbye to him.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun his could refer to Nick or Tyler.
+Nick waved goodbye to Tyler as his train pulled out of the station.
+The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+As Tyler's train pulled out of the station, Nick waved goodbye to him."
+"Question: Which logical fallacy is used in the text?
+Don't ever get a ride from Amanda. Her brother has been driving for only six months, and he's already gotten three speeding tickets. | Choices: [hasty generalization: a very broad claim based on very little evidence, guilt by association: a negative association intended to discredit someone or something] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Amanda must be a reckless driver, because her brother is a reckless driver. However, even though Amanda's brother is reckless, that doesn't necessarily mean that Amanda is, too. This illustrates a type of logical fallacy known as guilt by association."
+"Question: Which is a complex sentence? | Choices: [Freedom of speech and trial by jury are two important rights in the United States Constitution., When the submarine surfaced, a crowd of people on the shore gathered and stared at the rare sight.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction when.
+When the submarine surfaced, a crowd of people on the shore gathered and stared at the rare sight."
+"Question: Complete the sentence.
+In this chemical reaction, propane is a (). | Choices: [reactant, product] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Identify reactants and products | Lecture: A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.
+In a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.
+The original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.
+The substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.
+So, in a chemical reaction, reactants go through a chemical change to form products. | Solution: Read the underlined text carefully. Look for information about what happens to propane in this chemical reaction.
+Have you ever eaten food that was cooked on a grill? Some grills are powered by propane gas. The propane combines with oxygen in the air to make carbon dioxide gas and water vapor. This process releases energy in the form of heat, creating a flame that cooks the food.
+The underlined text tells you that when propane and oxygen combine, carbon dioxide and water are formed. When propane and oxygen react, or go through a chemical change, their atoms are rearranged to form carbon dioxide and water. Because propane reacts in this chemical reaction, propane is a reactant. | Hint: This passage describes a chemical reaction. Read the passage. Then, follow the instructions below.
+Have you ever eaten food that was cooked on a grill? Some grills are powered by propane gas. The propane combines with oxygen in the air to make carbon dioxide gas and water vapor. This process releases energy in the form of heat, creating a flame that cooks the food."
+"Question: Which logical fallacy is used in the text?
+Eva claims that the Greenwood Ferrets' new quarterback is better than their old one. I think Eva is being unfair: the Ferrets' old quarterback wasn't a terrible player. | Choices: [guilt by association: a negative association intended to discredit someone or something, straw man: a misrepresentation of an opponent's position that makes it easier to argue against, circular reasoning: an argument that supports a claim with the claim itself] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Eva thinks the Ferrets' old quarterback was a terrible player. But this misrepresents Eva's argument. Eva only claims that the Ferrets' new quarterback is better. This argument doesn't necessarily imply that the old quarterback was a bad player. This illustrates a type of logical fallacy known as a straw man."
+"Question: Is the following trait inherited or acquired?
+Cindy has five toes on each foot. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Most humans are born with five toes on each foot. So, having five toes is an inherited trait. | Hint: Hint: Cindy was born with five toes on each foot."
+"Question: Complete the sentence so that it uses personification.
+The meadow grasses () in the light breeze of a summer evening. | Choices: [waltzed, moved] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word waltzed. It describes the grasses as if they were people who were dancing."
+"Question: Would you find the word partner on a dictionary page with the following guide words?
+plastic - prance | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since partner is not between the guide words plastic - prance, it would not be found on that page."
+"Question: What information supports the conclusion that Beth acquired this trait? | Choices: [When Beth was young, her grandmother taught her how to cut chili peppers., Beth learned how to make chili from a recipe book., Beth's friends like to make chili with her.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Beth knows how to make chili."
+"Question: Does this passage describe the weather or the climate?
+Brad lives in a city that is often covered by thick stratus clouds. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Brad lives in a city that is often covered by thick stratus clouds.
+This passage tells you about the usual clouds where Brad lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Which word would you find on a dictionary page with the following guide words?
+same - shriek | Choices: [sudden, scythe] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since scythe is between the guide words same - shriek, it would be found on that page."
+"Question: Which figure of speech is used in this text?
+Josiah remarked that the new book on anti-gravity was impossible to put down. | Choices: [pun, alliteration] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses a pun, a word or phrase that humorously suggests more than one meaning.
+Impossible to put down means that the book is so good that it is hard to stop reading. The phrase impossible to put down is also a joke about anti-gravity: if gravity pulls things down, perhaps anti-gravity does the opposite and makes them impossible to put down."
+"Question: Which text uses the word factoid in its traditional sense? | Choices: [The Brookfield Daily Mail was forced to issue a retraction after printing a factoid about Brookfield's founder. It turned out that the reporter had written the article based on local legend rather than researching the actual history., A reporter for the Brookfield Daily Mail dug up an amusing factoid about Brookfield's founder while researching for an article about the town's early years.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses factoid in its traditional sense: something made up presented as a true fact.
+The Brookfield Daily Mail was forced to issue a retraction after printing a factoid about Brookfield's founder. It turned out that the reporter had written the article based on local legend rather than researching the actual history.
+The first text uses factoid in its nontraditional sense: a trivial but true fact.
+A reporter for the Brookfield Daily Mail dug up an amusing factoid about Brookfield's founder while researching for an article about the town's early years.
+Most style guides recommend to use the traditional sense of the word factoid because it is considered more standard."
+"Question: Franklin starts to pull the wagon across the yard. To move the wagon at the same speed each time, which friend does Franklin need to pull with a larger force? | Choices: [a friend who weighs 21 pounds, a friend who weighs 35 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the friend who is heavier.
+A friend who weighs 35 pounds is heavier than a friend who weighs 21 pounds. So, to move the wagon at the same speed each time, Franklin needs to use a larger force to start moving the wagon with a friend who weighs 35 pounds. | Hint: Franklin gives two friends a ride in his wagon. One friend sits in the wagon at a time."
+"Question: Is the following trait inherited or acquired?
+Ellie has naturally curly hair. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Human hair can be naturally curly or naturally straight. Curly and straight are examples of hair texture.
+Some people decide to change how their hair looks. But this doesn't affect the natural texture of their hair. So, having naturally curly hair is an inherited trait. | Hint: Hint: Some humans are born with naturally curly hair. Others are born with naturally straight hair."
+"Question: Suppose Ayana decides to join the Theater Club. Which result would be a cost? | Choices: [Ayana will save some time. She would have spent more time in the Photography Club than in the Theater Club., Ayana will give up the chance to be in the Photography Club. She would have had more fun in the Photography Club than in the Theater Club.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Ayana wants or needs:
+Ayana will give up the chance to be in the Photography Club. She would have had more fun in the Photography Club than in the Theater Club. | Hint: Ayana is deciding whether to join the Photography Club or the Theater Club at school. She wants the club she joins to be fun. But she doesn't want it to take up too much time."
+"Question: Which type of sentence is this?
+Dan always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor. | Choices: [simple, compound-complex, compound, complex] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+Dan always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor."
+"Question: Suppose Albert decides to borrow the book from the library. Which result would be a cost? | Choices: [Albert will give up the chance to keep the book as long as he wants., Albert will save some money by not buying the book.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Albert wants or needs:
+Albert will give up the chance to keep the book as long as he wants. | Hint: Albert is deciding whether to buy a copy of a book or borrow it from the library. He would like to be able to keep the book as long as he wants, but buying the book would cost money. He could borrow the book for free, but he would have to return it in a few weeks."
+"Question: Which sentence states a fact? | Choices: [Bubble gum was first made in 1928., Chewing bubble gum in class is not polite.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The second sentence states a fact.
+Bubble gum was first made in 1928.
+It can be proved by looking up the history of bubble gum.
+The first sentence states an opinion.
+Chewing bubble gum in class is not polite.
+Not polite shows what a person believes, thinks, or feels. Another person might have a different opinion about what is polite."
+"Question: Select the vertebrate. | Choices: [black widow spider, crystal jellyfish, hippopotamus, bull ant] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A bull ant is an insect. Like other insects, a bull ant is an invertebrate. It does not have a backbone. It has an exoskeleton.
+Like other jellyfishes, a crystal jellyfish is an invertebrate. It does not have a backbone. It has a soft body.
+Like other spiders, a black widow spider is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A hippopotamus is a mammal. Like other mammals, a hippopotamus is a vertebrate. It has a backbone. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Which closing is correct for a letter? | Choices: [Many Thanks,
+Henry, Many thanks,
+Henry] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which phrase has a more negative connotation? | Choices: [to use something, to exploit something] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: To exploit something has a more negative connotation. Exploit and use both denote using something. However, exploit suggests selfish use."
+"Question: Would you find the word different on a dictionary page with the following guide words?
+demand - drink | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since different is between the guide words demand - drink, it would be found on that page."
+"Question: Which figure of speech is used in this text?
+This is gonna ruin my whole day.
+—Grace in Avatar, after being shot | Choices: [understatement, chiasmus] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses understatement, which involves deliberately representing something as less serious or important than it really is.
+Ruin my whole day is an understatement, since the speaker has just been gravely injured."
+"Question: Which logical fallacy is used in the text?
+How do I know that Edna is the most intelligent person in our geometry class? I know because she's so smart. | Choices: [red herring: the use of a completely unrelated topic or idea, circular reasoning: an argument that supports a claim with the claim itself] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Edna is intelligent because she's smart. However, the ""evidence"" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning."
+"Question: Is the following trait inherited or acquired?
+Sadie is good at knitting scarves. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to knit. Instead, many people learn how to knit. Knitting well takes practice. So, knitting well is an acquired trait. | Hint: Hint: People who can knit had to learn how to do it."
+"Question: What is the source of the allusion in the sentence below?
+Tucker's research on nineteenth-century philosophers led him down the rabbit hole. | Choices: [literature, the Bible] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion down the rabbit hole is literature.
+Lewis Carroll's Alice's Adventures in Wonderland tells the story of a young girl who follows a white rabbit down a rabbit hole and finds herself in a series of adventures in a surreal world.
+The allusion down the rabbit hole means on a strange or difficult exploration."
+"Question: Which sentence is more formal? | Choices: [Dana didn't enter student politics until her junior year., Dana did not enter student politics until her junior year.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The first sentence is less formal. You can tell because it uses a contraction (didn't).
+The second sentence does not use a contraction, so it is more formal."
+"Question: What is the mass of a full box of cereal? | Choices: [480 grams, 480 kilograms] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a full box of cereal is 480 grams.
+480 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: Which type of sentence is this?
+Zachary always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor. | Choices: [compound-complex, compound, simple, complex] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+Zachary always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor."
+"Question: Using only these supplies, which question can Garrett investigate with an experiment? | Choices: [Do cloth towels dry faster if they are hung in the laundry room or in the backyard?, When hung in the laundry room, do black cloth towels or white cloth towels dry more quickly?, Does a small cloth towel or a large cloth towel dry faster when hung in the backyard?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: After Garrett cleans up a spill, he hangs a wet cloth towel in the laundry room. Two hours later, he notices that the towel has partially dried. He wonders what factors affect how cloth dries. So, he decides to design an experiment. He has the following supplies available:
+two identical white cloth towels
+water
+a clothesline in the laundry room
+a clothesline in the backyard"
+"Question: What kind of sentence is this?
+Brittany put a bandage on my cut. | Choices: [interrogative, declarative] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, and it ends with a period. It is a declarative sentence."
+"Question: Which statement describes the shopping cart's motion? | Choices: [The shopping cart has a constant velocity., The shopping cart is accelerating.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Identify whether objects are accelerating | Lecture: An object's velocity describes its speed and its direction.
+An object has a constant velocity when neither its speed nor its direction is changing. So, an object has a constant velocity when the object is:
+moving in a straight line at a constant speed, or
+remaining motionless.
+If an object does not have a constant velocity, the object is accelerating. An object is accelerating when either its speed or its direction is changing. So, an object is accelerating when the object is:
+speeding up,
+slowing down, or
+changing direction. | Solution: The shopping cart is speeding up. So, the shopping cart is accelerating. | Hint: A girl is pushing a full shopping cart straight down an aisle with increasing speed."
+"Question: Which tense does the sentence use?
+Trevor will count the coins in his collection. | Choices: [future tense, present tense, past tense] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, count. The verb tells you about something that is going to happen."
+"Question: Select the one animal that has all of the placental mammal traits listed above. | Choices: [Brown pelicans live along the west coast of North America. They dive underwater to catch fish in their beaks. Brown pelicans keep their eggs warm by standing on the shells with their large, webbed feet., Hippopotamuses have small hairs near their mouths and ears, but most of their skin is hairless. Their skin makes a reddish-brown substance that acts like sunscreen! Hippopotamuses give birth to live offspring.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify animals | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Placental mammals have the following traits:
+They give birth to live offspring.
+They have fur or hair.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A brown pelican has the following traits:
+It has feathers.
+It has wings.
+It has a beak.
+It makes eggs with shells.
+A brown pelican does not have all of the traits of a placental mammal. A brown pelican is a bird.
+A hippopotamus has the following traits:
+It gives birth to live offspring.
+A hippopotamus has the traits of a placental mammal. A hippopotamus is a placental mammal. | Hint: Placental mammals are a group of animals with similar traits. The following traits can be used to identify placental mammals:
+They give birth to live offspring.
+They have fur or hair. Observe the animals and read the descriptions."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Dr. landry,, Dear Dr. Landry,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Dr. Landry is capitalized because it is a proper noun."
+"Question: Is the following trait inherited or acquired?
+Rachel is good at knitting scarves. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to knit. Instead, many people learn how to knit. Knitting well takes practice. So, knitting well is an acquired trait. | Hint: Hint: People who can knit had to learn how to do it."
+"Question: Is the following trait inherited or acquired?
+Deion has naturally pale skin. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Humans do not choose their skin color. Babies get their skin color from their parents. So, Deion's skin color is an inherited trait."
+"Question: Which letter opening is more formal? | Choices: [Dear Brian,, Dear Mr. Hodge,] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second letter opening is more formal. It uses the recipient's personal title and last name. The other opening uses the recipient's first name, suggesting a more familiar relationship."
+"Question: Which figure of speech is used in this text?
+Steven's room is as tidy as an overgrown garden. | Choices: [verbal irony, onomatopoeia] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As tidy as an overgrown garden shows verbal irony because an overgrown garden is not tidy."
+"Question: Which blueberry muffin has a higher temperature? | Choices: [the blueberry muffin with less thermal energy, the blueberry muffin with more thermal energy] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two blueberry muffins are made of the same material and have the same mass. So, the blueberry muffin with more thermal energy has a higher temperature. | Hint: Two blueberry muffins are identical except for their thermal energies."
+"Question: Which closing is correct for a letter? | Choices: [your student,
+Jacob, Your student,
+Jacob] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: What is the mass of a pair of goggles? | Choices: [4 pounds, 4 tons, 4 ounces] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a pair of goggles is 4 ounces.
+4 pounds and 4 tons are both too heavy. | Hint: Select the best estimate."
+"Question: Would you find the word traitor on a dictionary page with the following guide words?
+thirteen - tinsel | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since traitor is not between the guide words thirteen - tinsel, it would not be found on that page."
+"Question: What information supports the conclusion that Christine acquired this trait? | Choices: [Christine learned history by reading., Christine is most interested in American history.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Christine knows a lot about history."
+"Question: Select the one substance that is not a mineral. | Choices: [Cheese is made by humans. It is a solid., Calcite is a pure substance. It is a solid., Biotite is formed in nature. It is a pure substance.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Calcite is a mineral.
+Cheese is made by humans. But minerals are not made by living things.
+So, cheese is not a mineral.
+Biotite is a mineral."
+"Question: Select the elementary substance. | Choices: [silicon dioxide (SiO2), tin (Sn), phosphine (PH3)] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Identify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for tin contains one symbol: Sn. So, tin is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, tin is an elementary substance. The chemical formula for phosphine contains two symbols: P for phosphorus and H for hydrogen. So, phosphine is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, phosphine is a compound, not an elementary substance. The chemical formula for silicon dioxide contains two symbols: Si for silicon and O for oxygen. So, silicon dioxide is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, silicon dioxide is a compound, not an elementary substance."
+"Question: Which sentence is more formal? | Choices: [Adriana did not enter student politics until her junior year., Adriana didn't enter student politics until her junior year.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The first sentence is less formal. You can tell because it uses a contraction (didn't).
+The second sentence does not use a contraction, so it is more formal."
+"Question: What information supports the conclusion that Linda acquired this trait? | Choices: [Linda and her father play the cello together., Linda learned how to play the cello in music class., Linda knows how to polish her cello.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Linda can play the cello."
+"Question: Which figure of speech is used in this text?
+Houston, we've had a problem here.
+—Astronaut Jack Swigert, after an oxygen tank exploded on board Apollo 13 | Choices: [chiasmus, understatement] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses understatement, which involves deliberately representing something as less serious or important than it really is.
+We've had a problem here is an understatement, since losing an oxygen tank could be catastrophic."
+"Question: How long does it take to make a paper airplane? | Choices: [55 seconds, 55 hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to make a paper airplane is 55 seconds.
+55 hours is too slow. | Hint: Select the better estimate."
+"Question: Which correctly shows the title of a movie? | Choices: [***Mr. Bug Goes to Town***, ""Mr. Bug Goes to Town""] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, or article should be in quotation marks.
+""You Are My Sunshine"" | Solution: A movie should be in italics.
+The correct title is **Mr. Bug Goes to Town**."
+"Question: Which closing is correct for a letter? | Choices: [Love,
+Jeffrey, love,
+Jeffrey] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Select the one substance that is not a rock. | Choices: [Syenite is a solid. It is not a pure substance., Phyllite is not a pure substance. It is a solid., Burlap is made in a factory. It is a solid.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify rocks using properties | Lecture: Rocks are made of minerals. Here are some properties of rocks:
+They are solid.
+They are formed in nature.
+They are not made by living things.
+They are not pure substances. | Solution: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.
+Syenite is a rock.
+Burlap is made in a factory. But all rocks are formed in nature.
+So, burlap is not a rock.
+Phyllite is a rock."
+"Question: Which type of sentence is this?
+Julie is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. | Choices: [compound-complex, complex, compound, simple] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.
+Julie is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years."
+"Question: Based on this information, what is Mickey's phenotype for the fur color trait? | Choices: [black fur, brown fur] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Mickey's genotype for the fur color gene is ff. Mickey's genotype of ff has only f alleles. The f allele is for brown fur. So, Mickey's phenotype for the fur color trait must be brown fur.
+To check this answer, consider whether Mickey's alleles are dominant or recessive. The allele for brown fur (f) is recessive to the allele for black fur (F). This means F is a dominant allele, and f is a recessive allele.
+Mickey's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Mickey's phenotype for the fur color trait must be brown fur. | Hint: In a group of rabbits, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele for brown fur (f) is recessive to the allele for black fur (F).
+Mickey is a rabbit from this group. Mickey has the homozygous genotype ff for the fur color gene."
+"Question: What is the volume of a bottle of hot sauce? | Choices: [2 cups, 2 gallons, 2 fluid ounces] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a bottle of hot sauce is 2 fluid ounces.
+2 cups and 2 gallons are both too much. | Hint: Select the best estimate."
+"Question: Which type of sentence is this?
+Walter always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor. | Choices: [simple, compound, complex, compound-complex] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+Walter always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor."
+"Question: What do these two changes have in common?
+chemicals in a battery reacting to power a flashlight
+an old sandwich rotting in a trashcan | Choices: [Both are chemical changes., Both are only physical changes., Both are caused by cooling., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Chemicals in a battery reacting to power a flashlight is a chemical change. When the flashlight is turned on, the chemicals in the battery react with each other to form new chemicals. This creates electricity, which powers the lightbulb.
+A sandwich rotting is a chemical change. The matter in the sandwich breaks down and slowly turns into a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: How long is a garden rake? | Choices: [5 miles, 5 inches, 5 feet, 5 yards] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a garden rake is 5 feet.
+5 inches is too short. 5 yards and 5 miles are too long. | Hint: Select the best estimate."
+"Question: Using only these supplies, which question can Kate investigate with an experiment? | Choices: [Does a catapult with a longer arm launch a rubber ball farther than a catapult with a shorter arm?, Does a heavier ball travel farther than a lighter ball when launched from a catapult?, Does a rubber ball travel farther when launched from a metal catapult or from a wooden catapult?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Kate visits a museum about ancient Greece. She notices an exhibit with models of wooden catapults that were used to launch large rocks across battlefields. She wonders what factors affect how far a catapult can launch an object. So, she decides to design an experiment. She has the following supplies available:
+a wooden catapult with a 10-inch-long arm
+a wooden catapult with a five-inch-long arm
+two identical rubber balls"
+"Question: Which logical fallacy is used in the text?
+Of course you don't like rap or hip-hop music! You wear the same clothes every day and have zero fashion sense. | Choices: [circular reasoning: an argument that supports a claim with the claim itself, ad hominem: a personal attack against one's opponent] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that a person's clothing determines whether she will like rap or hip-hop music. This is a personal attack that isn't relevant to why someone would like or dislike a certain kind of music. This illustrates a type of logical fallacy known as ad hominem."
+"Question: Would you find the word drought on a dictionary page with the following guide words?
+divide - dungeon | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since drought is between the guide words divide - dungeon, it would be found on that page."
+"Question: Which type of sentence is this?
+Isaac took several incredible panoramic photographs of the sweeping view from the top of Table Mountain. | Choices: [complex, compound-complex, compound, simple] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is simple. It is a single independent clause.
+Isaac took several incredible panoramic photographs of the sweeping view from the top of Table Mountain."
+"Question: What does the verbal irony in this text suggest?
+After a jog around the block, Alice collapsed on the couch and declared with a wheeze, ""Well, I'm ready to run a marathon."" | Choices: [Alice was out of shape., Alice felt full of energy.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Ready to run a marathon ironically suggests that Alice was out of shape. She was actually far from ready to run a marathon."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her academic voice?
+The belly produces acid to break down food. In patients who suffer from gastroesophageal reflux disease, more commonly known as GERD or acid reflux, the acid moves backward into the eating tube. Most often, GERD occurs because the lower esophageal sphincter, the thing at the junction of the eating tube and the belly, doesn't close the way it should or opens at the wrong time. | Choices: [by using unbiased language, by avoiding first-person pronouns, by using more technical terms] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her academic voice by using more technical terms.
+For example, the writer could use technical terms for the underlined words: stomach, esophagus, and valve.
+The belly produces acid to break down food. In patients who suffer from gastroesophageal reflux disease, more commonly known as GERD or acid reflux, the acid moves backward into the eating tube. Most often, GERD occurs because the lower esophageal sphincter, the thing at the junction of the eating tube and the belly, doesn't close the way it should or opens at the wrong time."
+"Question: What does the euphemism in this text suggest?
+""Thank you for your work over the years,"" Mrs. Nolan said to her gardener. ""As of next week, however, your services will no longer be required."" | Choices: [The gardener is being fired., The gardener is no longer obligated to work for Mrs. Nolan.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The euphemism your services will no longer be required means that the gardener is being fired."
+"Question: Which logical fallacy is used in the text?
+President Rudd is an effective communicator, because he has a natural talent for speaking with people. | Choices: [false causation: the assumption that because two things happened together, one caused the other, circular reasoning: an argument that supports a claim with the claim itself] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that President Rudd is an effective communicator because he communicates well. However, the ""evidence"" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning."
+"Question: What does the verbal irony in this text suggest?
+After a jog around the block, Charlotte collapsed on the couch and declared with a wheeze, ""Well, I'm ready to run a marathon."" | Choices: [Charlotte plans to run more., Charlotte was out of shape.] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Ready to run a marathon ironically suggests that Charlotte was out of shape. She was actually far from ready to run a marathon."
+"Question: Suppose Celine decides to plant the lilies. Which result would be a cost? | Choices: [She will save some space. The lilies will use up less space than the oak tree would have used up., Celine will give up the chance to look at the oak tree. She thinks it would have looked more beautiful than the lilies.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Celine wants or needs:
+Celine will give up the chance to look at the oak tree. She thinks it would have looked more beautiful than the lilies. | Hint: Celine is deciding whether to plant lilies or an oak tree in her backyard. She wants to make her backyard more beautiful. But she also wants to leave space for doing fun things."
+"Question: What does the metaphor in this text suggest?
+Laughter is sunshine; it chases winter from the human face.
+—Victor Hugo, Les Misérables | Choices: [Laughter can affect people in different ways., Laughter can brighten people's moods.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town. | Solution: The text uses a metaphor, comparing two things that are not actually alike without using like or as.
+The metaphor laughter is sunshine suggests that laughter can brighten people's moods. Sunshine can make a winter day brighter and warmer, and laughter has a similar effect on a bad mood."
+"Question: Which object has less thermal energy? | Choices: [a 10-kilogram block of iron at a temperature of 345°F, a 10-kilogram block of iron at a temperature of 370°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: The two blocks of iron have the same mass but different temperatures. Since the 345°F block is colder than the 370°F block, it has less thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Complete the sentences.
+The Sixth Amendment talks about criminal trials. It says that anyone charged with a crime has a right to get help from a lawyer. It also says that all criminal trials must be () and (). | Choices: [long . . . private, speedy . . . public, cheap . . . easy, secret . . . safe] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: civics | Skill: The Bill of Rights | Lecture: nan | Solution: The Sixth Amendment says that anyone charged with a crime has a right to get help from a lawyer. It also says that all criminal trials must be speedy and public. Speedy means that the government must be ready for the trial as quickly as possible. A judge can decide that the government is taking too long. If that happens, the accused criminal is let go. Public means that a trial can never be secret. Usually, anyone can go see a trial take place. Part of the text of the Sixth Amendment is below. What other rules do criminal trials have to follow? In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the state and district wherein the crime shall have been committed. . .and to have the assistance of counsel for his defense."
+"Question: Which closing is correct for a letter? | Choices: [yours truly,
+Brandon, Yours truly,
+Brandon] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Does this passage describe the weather or the climate?
+Franklin noticed that the wind was blowing in from the ocean this afternoon. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Franklin noticed that the wind was blowing in from the ocean this afternoon.
+This passage tells you about the wind direction where Franklin was this afternoon. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Which logical fallacy is used in the text?
+Did you know that raspberry-flavored candy used to be made with a liquid secreted by beavers? Candy used to be so much healthier than it is now. | Choices: [appeal to nature: the assumption that natural things are always good, circular reasoning: an argument that supports a claim with the claim itself, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that candy flavored by beaver secretions is healthier. However, a candy isn't necessarily healthy just because it's naturally flavored. This illustrates a type of logical fallacy known as an appeal to nature."
+"Question: Based on this information, what is Truffle's phenotype for the fur texture trait? | Choices: [straight fur, Ff] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Truffle's observable version of the fur texture trait is straight fur. So, Truffle's phenotype for the fur texture trait is straight fur. | Hint: In a group of Syrian hamsters, some individuals have straight fur and others have wavy fur. In this group, the gene for the fur texture trait has two alleles. The allele F is for straight fur, and the allele f is for wavy fur.
+Truffle, a Syrian hamster from this group, has straight fur. Truffle has one allele for straight fur and one allele for wavy fur."
+"Question: Which is a compound sentence? | Choices: [Spiders have eight legs, but insects have only six., Every morning my alarm clock wakes me at six o'clock.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.
+Spiders have eight legs, but insects have only six."
+"Question: Based on this information, what is this fly's phenotype for the antenna type trait? | Choices: [mutated antennae, normal antennae] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine the fruit fly's phenotype for the antenna type trait. First, consider the alleles in the fly's genotype for the antenna type gene. Then, decide whether these alleles are dominant or recessive.
+The allele for normal antennae (a) is recessive to the allele for mutated antennae (A). This means A is a dominant allele, and a is a recessive allele.
+The fruit fly's genotype of Aa has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the fruit fly's phenotype for the antenna type trait must be mutated antennae. | Hint: This passage describes the antenna type trait in fruit flies:
+
+In a group of fruit flies, some individuals have mutated antennae and others have normal antennae. In this group, the gene for the antenna type trait has two alleles. The allele for normal antennae (a) is recessive to the allele for mutated antennae (A).
+A certain fruit fly from this group has the heterozygous genotype Aa for the antenna type gene."
+"Question: Which object has more thermal energy? | Choices: [a 2-kilogram block of copper at a temperature of 245°F, a 2-kilogram block of copper at a temperature of 215°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two blocks of copper have the same mass but different temperatures. Since the 245°F block is hotter than the 215°F block, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: What information supports the conclusion that Tommy inherited this trait? | Choices: [Tommy and his father both have short hair., Tommy's parents were born with straight hair. They passed down this trait to Tommy.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Tommy has straight hair."
+"Question: Select the animal that does not have a backbone. | Choices: [luna moth, American crocodile] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: An American crocodile is a reptile. Like other reptiles, an American crocodile has a backbone.
+A luna moth is an insect. Like other insects, a luna moth does not have a backbone. It has a hard outer cover. | Hint: Hint: Insects, spiders, and worms do not have backbones."
+"Question: What is the mass of a school bus? | Choices: [12 ounces, 12 tons, 12 pounds] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a school bus is 12 tons.
+12 ounces and 12 pounds are both too light. | Hint: Select the best estimate."
+"Question: Which greeting is correct for a letter? | Choices: [Dear ms. ryan,, Dear Ms. Ryan,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Ms. Ryan is capitalized because it is a proper noun."
+"Question: How long is a bench? | Choices: [12 yards, 12 feet, 12 miles, 12 inches] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a bench is 12 feet.
+12 inches is too short. 12 yards and 12 miles are too long. | Hint: Select the best estimate."
+"Question: Would you find the word beets on a dictionary page with the following guide words?
+birthday - bounty | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since beets is not between the guide words birthday - bounty, it would not be found on that page."
+"Question: Which correctly shows the title of a poem? | Choices: [""Talk to Animals"", Talk to Animals] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A poem should be in quotation marks.
+The correct title is ""Talk to Animals."""
+"Question: Which word would you find on a dictionary page with the following guide words?
+blew - bud | Choices: [boil, bake] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since boil is between the guide words blew - bud, it would be found on that page."
+"Question: Suppose Jill decides to buy a copy of the book. Which result would be a cost? | Choices: [Jill will get to keep the book as long as she wants., Jill will spend money to buy the book.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Jill wants or needs:
+Jill will spend money to buy the book. | Hint: Jill is deciding whether to buy a copy of a book or borrow it from the library. She would like to be able to keep the book as long as she wants, but buying the book would cost money. She could borrow the book for free, but she would have to return it in a few weeks."
+"Question: What kind of sentence is this?
+Does Sasha prefer pizza or pasta? | Choices: [imperative, interrogative] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: Complete the sentence so that it uses personification.
+The elaborate monument () the attention of everyone who came near it. | Choices: [got, demanded] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word demanded. It describes the monument as if it were a bossy, demanding person."
+"Question: Which figure of speech is used in this text?
+Mateo's room is as tidy as an overgrown garden. | Choices: [verbal irony, onomatopoeia] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As tidy as an overgrown garden shows verbal irony because an overgrown garden is not tidy."
+"Question: Which object has less thermal energy? | Choices: [a 3-kilogram block of iron at a temperature of 275°F, a 3-kilogram block of iron at a temperature of 270°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: The two blocks of iron have the same mass but different temperatures. Since the 270°F block is colder than the 275°F block, it has less thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: What do these two changes have in common?
+silver jewelry tarnishing
+baking cookies | Choices: [Both are only physical changes., Both are caused by heating., Both are chemical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Metal turning less shiny over time is called tarnishing. Silver jewelry tarnishing is a chemical change. The silver reacts with sulfur in the air to form black tarnish. The tarnish is a different type of matter that was not there before the change.
+Baking cookies is a chemical change. The type of matter in the cookie dough changes when it is baked. The cookie dough turns into cookies!
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Baking is caused by heating. But silver tarnishing is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which text message is more formal? | Choices: [Heads up! Lane is here. In the lobby., Ms. Lane is already here. She's waiting in the lobby.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first text message is more formal. It uses complete sentences, avoids slang (heads up), and uses the person's title (Ms. Lane). The other text message includes more casual language and sentence fragments."
+"Question: Which logical fallacy is used in the text?
+Senator Tyler announced today that she plans to cut funding to early childhood education programs. The last thing we need is a government official who hates children! | Choices: [straw man: a misrepresentation of an opponent's position that makes it easier to argue against, appeal to nature: the assumption that natural things are always good] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Senator Tyler hates children, because she wants to cut education funding. However, the fact that Senator Tyler wants to cut education funding doesn't necessarily suggest that she hates children. This illustrates a type of logical fallacy known as a straw man."
+"Question: Which word is not like the others? | Choices: [day, week, school, year] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: vocabulary | Skill: Which word is not like the others? | Lecture: Some words are alike. They go together in a group.
+Red, blue, and green go together. They are colors.
+Mom, dad, grandma, and grandpa go together. They are people in a family. | Solution: Day, year, and week go together. They are time words. School is not a time word, so it is not like the other words."
+"Question: What do these two changes have in common?
+burning a candle
+sauce burning on a stove | Choices: [Both are only physical changes., Both are caused by cooling., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Burning a candle is a chemical change. Both the wick and the melted wax burn. They react with oxygen in the air and turn into soot, carbon dioxide, and water.
+Sauce burning on a stove is a chemical change. High temperatures case the sauce to react with oxygen in the air. The sauce turns black and no longer tastes good.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Compare the motion of two ships. Which ship was moving at a higher speed? | Choices: [a ship that moved 185miles in 5hours, a ship that moved 85miles in 5hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each ship moved and the time it took to move that distance.
+One ship moved 185 miles in 5 hours.
+The other ship moved 85 miles in 5 hours.
+Notice that each ship spent the same amount of time moving. The ship that moved 185 miles moved a farther distance in that time. So, that ship must have moved at a higher speed."
+"Question: What does the verbal irony in this text suggest?
+""Sleeping through the rooster's crowing was no problem,"" Bruce joked with a yawn. | Choices: [Bruce slept poorly., Bruce slept well.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Sleeping through the rooster's crowing was no problem ironically suggests that Bruce slept poorly. Bruce was tired, so the rooster's crowing was clearly a problem."
+"Question: Would you find the word done on a dictionary page with the following guide words?
+detective - drum | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since done is between the guide words detective - drum, it would be found on that page."
+"Question: Which type of sentence is this?
+Lester took several incredible panoramic photographs of the sweeping view from the top of Table Mountain. | Choices: [compound, complex, simple, compound-complex] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is simple. It is a single independent clause.
+Lester took several incredible panoramic photographs of the sweeping view from the top of Table Mountain."
+"Question: How long is a soccer field? | Choices: [110 kilometers, 110 meters, 110 centimeters, 110 millimeters] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a soccer field is 110 meters.
+110 millimeters and 110 centimeters are too short. 110 kilometers is too long. | Hint: Select the best estimate."
+"Question: Last year, there were seven men's clothing stores on Main Street in Manchester. This year, there are only three. What probably happened to the overall supply of men's shirts in Manchester? | Choices: [The supply probably went down., The supply probably went up.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down."
+"Question: Based on this information, what is Koko's phenotype for the body feather color trait? | Choices: [bb, blue body feathers] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Koko's observable version of the body feather color trait is blue body feathers. So, Koko's phenotype for the body feather color trait is blue body feathers. | Hint: In a group of budgerigar parakeets, some individuals have green body feathers and others have blue body feathers. In this group, the gene for the body feather color trait has two alleles. The allele B is for green body feathers, and the allele b is for blue body feathers.
+Koko, a budgerigar parakeet from this group, has blue body feathers. Koko has two alleles for blue body feathers."
+"Question: Which body part gives the body its shape? | Choices: [stomach, skeleton, lungs] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Body parts and their functions | Lecture: nan | Solution: nan"
+"Question: Does this passage describe the weather or the climate?
+Edinburgh, Scotland, has warm summers and cold winters. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Edinburgh, Scotland, has warm summers and cold winters.
+This passage tells you about the usual temperatures in Edinburgh. It does not describe what the weather is like on a particular day. So, this passage describes the climate. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: How long is an ice skate? | Choices: [27 kilometers, 27 centimeters, 27 meters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of an ice skate is 27 centimeters.
+27 meters and 27 kilometers are both too long. | Hint: Select the best estimate."
+"Question: What do these two changes have in common?
+compost rotting
+burning a piece of wood | Choices: [Both are caused by heating., Both are chemical changes., Both are caused by cooling., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Compost forms from the remains of plants and animals, such as vegetable scraps and egg shells. Compost rotting is a chemical change. As the compost rots, it breaks down and turns into a different type of matter.
+Burning a piece of wood is a chemical change. When the wood burns, the type of matter in it changes. The wood turns black and gives off smoke.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Burning is caused by heating. But compost rotting is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which figure of speech is used in this text?
+Dr. Barton is unhappy with her new assistant because simple tasks, like fetching coffee, take him years to finish. | Choices: [anaphora, hyperbole] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+Take him years to finish is an exaggeration, since it probably does not take him entire years to fetch coffee."
+"Question: Would you find the word crooked on a dictionary page with the following guide words?
+company - curious | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since crooked is between the guide words company - curious, it would be found on that page."
+"Question: Which sentence states a fact? | Choices: [Peru's coast is the least interesting part of the country., A narrow strip of desert runs along Peru's coastline.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
+The flag of the United States has 13 stripes.
+This is a fact. It can be proved by looking at the flag and counting the number of stripes.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+The flag of the United States is easy to draw.
+This is an opinion. People may have different opinions about what makes a flag ""easy"" to draw. | Solution: The first sentence states a fact.
+A narrow strip of desert runs along Peru's coastline.
+It can be proved by looking up Peru's geography.
+The second sentence states an opinion.
+Peru's coast is the least interesting part of the country.
+Least interesting shows what a person believes, thinks, or feels. Another person might have a different opinion about what is interesting."
+"Question: What information supports the conclusion that Cindy acquired this trait? | Choices: [Cindy learned biology by reading, observing, and experimenting., Cindy is most interested in human biology.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Cindy knows a lot about biology."
+"Question: Does the sentence use a simile or a metaphor?
+My dog, Bandit, is the security guard for our front yard mailbox. | Choices: [metaphor, simile] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: My dog, Bandit, is the security guard for our front yard mailbox.
+The words Bandit and security guard are compared without the word like or as. So, the sentence uses a metaphor."
+"Question: What do these two changes have in common?
+a piece of pear turning brown
+salt and vinegar removing tarnish from a penny | Choices: [Both are only physical changes., Both are caused by heating., Both are caused by cooling., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A piece of a pear turning brown is a chemical change. The substances in the pear react with oxygen in the air and turn into a different type of matter.
+If you scrape off the brown part of the pear, the inside will still be white. The inside hasn't touched the air. So the chemical change hasn't happened to that part of the pear.
+Salt and vinegar removing tarnish from a penny is a chemical change. The salt and vinegar change the tarnish into a different type of matter that can be easily wiped away. This makes the penny look shiny again.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which correctly shows the title of a song? | Choices: [""Farmer in the Dell"", ""Farmer in the dell""] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The words in and the are not important, so they should not be capitalized.
+The correct title is ""Farmer in the Dell."""
+"Question: Which is the softest? | Choices: [nylon swim shorts, glass bottle, clay tile] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Soft is a property. A soft material changes shape when pressed or squeezed.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the nylon swim shorts are the softest. Nylon fabric changes shape when you press on it."
+"Question: Which is more flexible? | Choices: [ice rink, leather belt] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Flexible is a property. A flexible material can be bent without breaking easily.
+Look at each picture, one at a time. Imagine bending the material shown in each picture.
+Of the choices, the leather belt is more flexible. If you fold leather, it will not break."
+"Question: Select the one substance that is not a mineral. | Choices: [Celestine is a pure substance. It is not made by living things., A brick is made by humans. It is a solid., Halite is a solid. It is not made by living things.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Halite is a mineral.
+Celestine is a mineral.
+A brick is made by humans. But minerals are not made by living things.
+So, a brick is not a mineral."
+"Question: What does the metaphor in this text suggest?
+Ayana felt a roller coaster of emotions when she heard the news. | Choices: [Ayana had varied feelings., Ayana found the news scary.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town. | Solution: The text uses a metaphor, comparing two things that are not actually alike without using like or as.
+The metaphor Ayana felt a roller coaster of emotions suggests that Ayana had varied feelings. A roller coaster has a dramatic mix of ups and downs, and so do Ayana's feelings."
+"Question: Is the following trait inherited or acquired?
+Jonathan can fly an airplane. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to fly an airplane. Instead, some people learn how to fly airplanes. So, flying an airplane is an acquired trait. | Hint: Hint: Pilots have to learn how to fly an airplane."
+"Question: Which is the smoothest? | Choices: [rock wall, glass marbles, bark] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Smooth is a property. A smooth material is not rough or bumpy.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the glass marbles are the smoothest. Glass marbles do not feel rough or bumpy when you touch them."
+"Question: What kind of sentence is this?
+Please take the garbage out. | Choices: [imperative, interrogative] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence makes a request, so it is an imperative sentence. Here, it ends with a period."
+"Question: Which sentence is more formal? | Choices: [The senator announced unexpectedly that she was resigning., Out of the blue, the senator announced that she was resigning.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The first sentence is less formal. You can tell because it uses an idiom (out of the blue).
+The second sentence uses formal language in place of the idiom, so it is more formal overall."
+"Question: What do these two changes have in common?
+an old sandwich rotting in a trashcan
+milk going sour | Choices: [Both are caused by heating., Both are only physical changes., Both are chemical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A sandwich rotting is a chemical change. The matter in the sandwich breaks down and slowly turns into a different type of matter.
+Milk going sour is a chemical change. The type of matter in the milk slowly changes. The new matter that is formed gives the milk its sour taste.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What does the verbal irony in this text suggest?
+""This is the best day of my life,"" Mr. Yang mumbled after his car broke down on the way to an important job interview. | Choices: [Mr. Yang was already running late., Mr. Yang was having a bad day.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+The best day of my life ironically suggests that Mr. Yang was having a bad day. He was having the opposite of a good day because his car broke down when he needed to be on time."
+"Question: Complete the statement.
+Silicon is (). | Choices: [an elementary substance, a compound] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
+A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
+Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
+The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one atomic symbol.
+The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
+For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple atomic symbols.
+The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | Solution: You can tell whether silicon is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for silicon contains one atomic symbol: Si. So, the formula tells you that silicon is composed of only one chemical element.
+Since silicon is composed of only one chemical element, silicon is an elementary substance. | Hint: Silicon is used to make computer chips. The chemical formula for silicon is Si."
+"Question: Is the following trait inherited or acquired?
+Ryan has a scar on his right knee. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: Which type of sentence is this?
+Max took several incredible panoramic photographs of the sweeping view from the top of Table Mountain. | Choices: [compound, compound-complex, simple, complex] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is simple. It is a single independent clause.
+Max took several incredible panoramic photographs of the sweeping view from the top of Table Mountain."
+"Question: Select the elementary substance. | Choices: [benzene (C6H6), silicon (Si), boron trichloride (BCl3)] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Identify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for boron trichloride contains two symbols: B for boron and Cl for chlorine. So, boron trichloride is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, boron trichloride is a compound, not an elementary substance. The chemical formula for benzene contains two symbols: C for carbon and H for hydrogen. So, benzene is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, benzene is a compound, not an elementary substance. The chemical formula for silicon contains one symbol: Si. So, silicon is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, silicon is an elementary substance."
+"Question: Which tense does the sentence use?
+Mr. Boyd explained the idea to his son. | Choices: [past tense, present tense, future tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, explained. The verb ends in -ed and tells you about something that has already happened."
+"Question: Select the liquid. | Choices: [beads, lemonade, air inside a balloon, empty cup] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Identify solids, liquids, and gases | Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
+Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
+When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
+Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
+When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
+Many gases are invisible. Air is a gas. | Solution: An empty cup is a solid. A solid has a size and shape of its own. When you fill a cup with water, the cup still has its own shape.
+Each bead in the jar is a solid. If you put many beads into a bottle, they will take the shape of the bottle, as a liquid would. But be careful! Beads are not a liquid. Each bead still has a size and shape of its own.
+The air inside a balloon is a gas. A gas expands to fill a space. The air inside a balloon expands to fill all the space in the balloon. If the balloon pops, the air will expand to fill a much larger space.
+Lemonade is a liquid. A liquid takes the shape of any container it is in. If you pour lemonade into a cup, the lemonade will take the shape of the cup. But the lemonade will still take up the same amount of space."
+"Question: Suppose Owen decides to plant the daffodils. Which result would be a cost? | Choices: [He will save some space. The daffodils will use up less space than the elm tree would have used up., Owen will give up the chance to look at the elm tree. He thinks it would have looked more beautiful than the daffodils.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Owen wants or needs:
+Owen will give up the chance to look at the elm tree. He thinks it would have looked more beautiful than the daffodils. | Hint: Owen is deciding whether to plant daffodils or an elm tree in his backyard. He wants to make his backyard more beautiful. But he also wants to leave space for doing fun things."
+"Question: Which correctly shows the title of a movie? | Choices: [***Horton Hears a Who***, ""Horton Hears a Who!""] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A movie should be in italics.
+The correct title is **Horton Hears a Who**."
+"Question: Which text message is more formal? | Choices: [Ms. Randolph is already here. She's waiting in the lobby., Heads up! Randolph is here. In the lobby.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second text message is more formal. It uses complete sentences, avoids slang (heads up), and uses the person's title (Ms. Randolph). The other text message includes more casual language and sentence fragments."
+"Question: Is the following trait inherited or acquired?
+Jayla has naturally straight hair. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Human hair can be naturally straight or naturally curly. Straight and curly are examples of hair texture.
+Some people use tools to change how their hair looks. But this doesn't affect the natural texture of their hair. So, having naturally straight hair is an inherited trait. | Hint: Hint: Some humans are born with naturally straight hair. Others are born with naturally curly hair."
+"Question: Using only these supplies, which question can Emma investigate with an experiment? | Choices: [Does a catapult with a longer arm launch a rubber ball farther than a catapult with a shorter arm?, Does a heavier ball travel farther than a lighter ball when launched from a catapult?, Does a rubber ball travel farther when launched from a metal catapult or from a wooden catapult?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Emma visits a museum about ancient Greece. She notices an exhibit with models of wooden catapults that were used to launch large rocks across battlefields. She wonders what factors affect how far a catapult can launch an object. So, she decides to design an experiment. She has the following supplies available:
+a wooden catapult with a 10-inch-long arm
+a wooden catapult with a five-inch-long arm
+two identical rubber balls"
+"Question: Which stick of butter has more thermal energy? | Choices: [the colder stick of butter, the hotter stick of butter] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two sticks of butter are made of the same material and have the same mass. So, the hotter stick of butter has more thermal energy. | Hint: Two sticks of butter are identical except for their temperatures."
+"Question: What information supports the conclusion that Brad inherited this trait? | Choices: [Brad and his siblings all have naturally straight hair., Brad and his biological father have short hair., Brad's biological mother often wears her naturally brown hair in a bun.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Brad has naturally brown hair."
+"Question: Would you find the word address on a dictionary page with the following guide words?
+ache - age | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since address is between the guide words ache - age, it would be found on that page."
+"Question: Which correctly shows the title of a newspaper? | Choices: [Green Valley News and Sun, Green valley News and Sun] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word and is not important, so it should not be capitalized.
+The correct title is Green Valley News and Sun."
+"Question: Does this passage describe the weather or the climate?
+It is snowing in Gavin's town today. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+It is snowing in Gavin's town today.
+This passage tells you about the precipitation today in Gavin's town. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Complete the statement.
+Helium is (). | Choices: [a compound, an elementary substance] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: You can tell whether helium is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for helium is He. This formula contains one symbol: He. So, the formula tells you that helium is made of one chemical element.
+Substances made of only one chemical element are elementary substances. So, helium is an elementary substance. | Hint: Helium is a gas that is less dense than air. So, helium is often used to fill balloons to make them float. The chemical formula for helium is He."
+"Question: Select the one substance that is not a mineral. | Choices: [Aquamarine is not made by living things. It is a solid., Gypsum is a solid. It is formed in nature., A brick is made in a factory. It is a solid.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Aquamarine is a mineral.
+Gypsum is a mineral.
+A brick is made in a factory. But all minerals are formed in nature.
+So, a brick is not a mineral."
+"Question: Which correctly shows the title of an article? | Choices: [""the 25 Best Songs of the Year"", ""The 25 Best Songs of the Year""] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The words of and the are not important, so they should not be capitalized.
+The correct title is ""The 25 Best Songs of the Year."""
+"Question: Select the animal. | Choices: [Basil has green leaves., Grizzly bears walk and run.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: Basil is a plant. It has green leaves.
+Basil leaves are used in cooking.
+A grizzly bear is an animal. It walks and runs.
+Adult grizzly bears can weigh between 300 and 800 pounds. But when a grizzly bear cub is born, it only weighs about one pound!"
+"Question: Select the mammal. | Choices: [Nile crocodile, cobra, green frog, humpback whale] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Mammals have hair or fur and feed their young milk. | Solution: A Nile crocodile is a reptile. It has scaly, waterproof skin.
+Crocodiles hunt their prey in or near water.
+A green frog is an amphibian. It has moist skin and begins its life in water.
+Frogs live near water or in damp places. Most frogs lay their eggs in water.
+A cobra is a reptile. It has scaly, waterproof skin.
+Most cobras have a wide, flat hood below their head. A cobra can display its hood to scare away a predator.
+A humpback whale is a mammal. It has hair and feeds its young milk.
+Whales are mammals that live in the ocean. Humpback whales have small hairs that grow from bumps around their mouth."
+"Question: Select the solid. | Choices: [apple juice, water in a fishbowl, rag doll] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Identify solids and liquids | Lecture: Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a shape of its own.
+Some solids can be bent or broken easily. Others are hard to bend or break.
+A glass cup is a solid. A sock is also a solid.
+When matter is a liquid, it takes the shape of its container.
+Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
+Juice is a liquid. Honey is also a liquid. | Solution: nan"
+"Question: How long does it take to tie your shoes? | Choices: [29 hours, 29 seconds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to tie your shoes is 29 seconds.
+29 hours is too slow. | Hint: Select the better estimate."
+"Question: Which word would you find on a dictionary page with the following guide words?
+family - fowl | Choices: [fluff, fright] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since fluff is between the guide words family - fowl, it would be found on that page."
+"Question: Which logical fallacy is used in the text?
+Are you playing golf with Nick this weekend? I wouldn't do that if I were you. Nick is dating Jordan, and everyone knows that Jordan cheats at golf. | Choices: [guilt by association: a negative association intended to discredit someone or something, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, bandwagon fallacy: the assumption that the popular choice is automatically correct] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Nick cheats at golf because the person he is dating cheats at golf. However, the behavior of someone's girlfriend or boyfriend does not necessarily reflect the behavior of that person. This illustrates a type of logical fallacy known as guilt by association."
+"Question: What does the Third Amendment say about soliders? | Choices: [No soldiers are allowed in the United States during peacetime., The government can't force people to keep soldiers in their homes during peacetime., All men need to sign up as soldiers if the United States goes to war., Soldiers are the only Americans who don't have to pay taxes.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: civics | Skill: The Bill of Rights | Lecture: nan | Solution: The Third Amendment says that the government can't force people to keep soldiers in their homes during peacetime. The amendment says that no soldier shall be ""quartered in any house."" In this case, ""quartered"" means ""given a place to stay."" The complete text of the Third Amendment is below. Are there any times when an American might have to let a soldier stay in his or her house? No soldier shall, in time of peace be quartered in any house, without the consent of the owner, nor in time of war, but in a manner to be prescribed by law."
+"Question: Based on this information, what is this pea plant's phenotype for the pod color trait? | Choices: [dd, yellow pods] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. The pea plant's observable version of the pod color trait is yellow pods. So, the plant's phenotype for the pod color trait is yellow pods. | Hint: In a group of pea plants, some individuals have green pods and others have yellow pods. In this group, the gene for the pod color trait has two alleles. The allele D is for green pods, and the allele d is for yellow pods.
+A certain pea plant from this group has yellow pods. This plant has two alleles for yellow pods."
+"Question: Which sentence uses a simile? | Choices: [Her laughter was like a bird's song., Her laughter was a bird's song.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: This sentence uses a simile:
+Her laughter was like a bird's song.
+The words laughter and bird's song are compared using the word like.
+This sentence uses a metaphor:
+Her laughter was a bird's song.
+The words laughter and bird's song are compared without the word like or as."
+"Question: What is the mass of a can of soup? | Choices: [13 tons, 13 pounds, 13 ounces] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a can of soup is 13 ounces.
+13 pounds and 13 tons are both too heavy. | Hint: Select the best estimate."
+"Question: Which tense does the sentence use?
+Dan will pitch the ball quickly. | Choices: [present tense, past tense, future tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, pitch. The verb tells you about something that is going to happen."
+"Question: Is there a sentence fragment?
+Due to warmer winters, the population of brown tawny owls in Finland has increased dramatically. With less snow on the ground, brown owls can better blend in with the environment, evading predators. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify sentence fragments | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A sentence fragment is a group of words that does not express a complete thought.
+Rehearsing daily because we have a concert in two weeks.
+This fragment is missing a subject. It doesn't tell who is rehearsing.
+The band I'm in.
+This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
+Because we have a concert in two weeks.
+This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | Solution: There is not a sentence fragment. These are complete sentences because they express complete thoughts.
+Due to warmer winters, the population of brown tawny owls in Finland has increased dramatically. With less snow on the ground, brown owls can better blend in with the environment, evading predators."
+"Question: Which correctly shows the title of a TV show? | Choices: [are You Afraid of the dark?, Are You Afraid of the Dark?] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The words of and the are not important, so they should not be capitalized.
+The correct title is Are You Afraid of the Dark?"
+"Question: What kind of sentence is this?
+Mr. McCall gave a lecture on water conservation, during which he stressed the importance of not watering lawns during a drought. | Choices: [interrogative, exclamatory, declarative] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence tells about something, and it ends with a period. It is a declarative sentence."
+"Question: What do these two changes have in common?
+melting wax
+picking up a paper clip with a magnet | Choices: [Both are caused by heating., Both are chemical changes., Both are only physical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Melting wax is a change of state. So, it is a physical change. The wax changes from solid to liquid. But it is still made of the same type of matter.
+Picking up a paper clip with a magnet is a physical change. The paper clip sticks to the magnet, but it is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Wax melting is caused by heating. But picking up a paper clip with a magnet is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Based on this information, what is Lollipop's phenotype for the fur color trait? | Choices: [dark fur, Ff] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Lollipop's observable version of the fur color trait is dark fur. So, Lollipop's phenotype for the fur color trait is dark fur. | Hint: In a group of rock pocket mice, some individuals have dark fur and others have light fur. In this group, the gene for the fur color trait has two alleles. The allele F is for dark fur, and the allele f is for light fur.
+Lollipop, a rock pocket mouse from this group, has dark fur. Lollipop has one allele for dark fur and one allele for light fur."
+"Question: Select the fish. | Choices: [spotted dolphin, western toad, Hermann's tortoise, whale shark] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Fish live underwater. They have fins, not limbs. | Solution: A western toad is an amphibian. It has moist skin and begins its life in water.
+Toads do not have teeth! They swallow their food whole.
+A whale shark is a fish. It lives underwater. It has fins, not limbs.
+Whale sharks are the largest fish in the world! Adult whale sharks can weigh over 21 tons—as much as seven elephants!
+A spotted dolphin is a mammal. It has hair and feeds its young milk.
+Dolphins may look like sharks or other fish, but they are mammals! When a baby dolphin is born, it has hair around its jaw. This hair falls out as the dolphin grows.
+A Hermann's tortoise is a reptile. It has scaly, waterproof skin.
+A tortoise's shell protects it from predators. When a tortoise feels threatened, it can pull its head and legs inside its shell."
+"Question: How long is a bench? | Choices: [8 inches, 8 yards, 8 feet, 8 miles] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a bench is 8 feet.
+8 inches is too short. 8 yards and 8 miles are too long. | Hint: Select the best estimate."
+"Question: What is the source of the allusion in the sentence below?
+Whitney had her fifteen minutes when her video of kayaking with dolphins went viral. | Choices: [modern history, a song] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion fifteen minutes is modern history.
+In a catalog that accompanied an exhibit of his work, pop artist Andy Warhol said, ""In the future, everybody will be world-famous for fifteen minutes,"" meaning that fame would be briefly available even to those who did nothing spectacular.
+The allusion fifteen minutes means a temporary moment of celebrity status."
+"Question: Complete the sentence.
+A banana getting ripe on the counter is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+A change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. | Solution: A banana getting ripe on the counter is a chemical change. As a banana ripens, the type of matter in it changes. The peel changes color and the inside becomes softer and sweeter."
+"Question: Is pulling weeds a good or a service? | Choices: [a service, a good] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether pulling weeds is a good or a service, ask these questions:
+Is pulling weeds something you can touch? No.
+Is pulling weeds a job you might pay someone else to do? Yes.
+So, pulling weeds is a service."
+"Question: What is the temperature of a warm swimming pool? | Choices: [30°F, 30°C] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Estimate temperatures | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
+212°F | Water boils | 100°C
+98.6°F | Body temperature | 37°C
+68°F | Room temperature | 20°C
+32°F | Water freezes | 0°C
+ | Solution: The better estimate for the temperature of a warm swimming pool is 30°C.
+30°F is too cold. | Hint: Select the better estimate."
+"Question: Based on this information, what is Slim's phenotype for the body hair trait? | Choices: [a hairless body, bb] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Slim's observable version of the body hair trait is a hairless body. So, Slim's phenotype for the body hair trait is a hairless body. | Hint: In a group of cats, some individuals have a hairy body and others have a hairless body. In this group, the gene for the body hair trait has two alleles. The allele B is for a hairy body, and the allele b is for a hairless body.
+Slim, a cat from this group, has a hairless body. Slim has two alleles for a hairless body."
+"Question: What do these two changes have in common?
+molding clay into the shape of a pot
+shaking up salad dressing | Choices: [Both are caused by cooling., Both are chemical changes., Both are only physical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Molding clay into the shape of a pot is a physical change. The clay gets a different shape. But it is made of the same type of matter.
+Shaking up salad dressing is a physical change. The different parts mix together, but they are still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What information supports the conclusion that Winston inherited this trait? | Choices: [Winston and his biological father have short hair., Winston and his siblings all have naturally straight hair., Winston's biological mother often wears her naturally brown hair in a bun.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Winston has naturally brown hair."
+"Question: What is the source of the allusion in the sentence below?
+Much to our shock, Elijah chose to turn the other cheek when Dana insulted him in a meeting. | Choices: [the Bible, a song] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion turn the other cheek is the Bible.
+In the Bible, Jesus counsels his followers to resist retaliation. He says that if they are struck on the right cheek, they shouldn't lash out; instead, they should turn the other cheek toward their attacker.
+The allusion turn the other cheek means to respond without aggression."
+"Question: Which sentence states a fact? | Choices: [The Titanic sank in the Atlantic Ocean., The movie about the sinking of the Titanic is wonderful.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
+The flag of the United States has 13 stripes.
+This is a fact. It can be proved by looking at the flag and counting the number of stripes.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+The flag of the United States is easy to draw.
+This is an opinion. People may have different opinions about what makes a flag ""easy"" to draw. | Solution: The second sentence states a fact.
+The Titanic sank in the Atlantic Ocean.
+It can be proved by reading a history book about the Titanic.
+The first sentence states an opinion.
+The movie about the sinking of the Titanic is wonderful.
+Wonderful shows what a person believes, thinks, or feels. Another person might have a different opinion about whether the movie is wonderful."
+"Question: Which tense does the sentence use?
+Friends lean on each other during hard times. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, lean. The verb tells you about something that is true or happening now."
+"Question: Which object has less thermal energy? | Choices: [a bowl of oatmeal at a temperature of 35°C, a bowl of oatmeal at a temperature of 30°C] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: The two bowls of oatmeal have the same mass but different temperatures. Since the 30°C bowl of oatmeal is colder than the 35°C bowl of oatmeal, it has less thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which letter opening is more formal? | Choices: [Dear Mr. Navarro,, Dear Ron,] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first letter opening is more formal. It uses the recipient's personal title and last name. The other opening uses the recipient's first name, suggesting a more familiar relationship."
+"Question: What is the volume of a can of soda pop? | Choices: [305 liters, 305 milliliters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a can of soda pop is 305 milliliters.
+305 liters is too much. | Hint: Select the better estimate."
+"Question: How long is a leather belt? | Choices: [90 meters, 90 centimeters] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?
+The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.
+There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.
+There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. | Solution: The better estimate for the length of a leather belt is 90 centimeters.
+90 meters is too long. | Hint: Select the better estimate."
+"Question: Which is a complex sentence? | Choices: [Mr. Roy peeled the tangerine and divided it into sections., While humans may appear less hairy than many animals, we actually have about the same number of hairs on our bodies as chimpanzees.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction while.
+While humans may appear less hairy than many animals, we actually have about the same number of hairs on our bodies as chimpanzees."
+"Question: Which word would you find on a dictionary page with the following guide words?
+hid - hundred | Choices: [horrid, having] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since horrid is between the guide words hid - hundred, it would be found on that page."
+"Question: Does this passage describe the weather or the climate?
+The temperature in Fargo, North Dakota, is over 70°F right now. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+The temperature in Fargo, North Dakota, is over 70°F right now.
+This passage tells you about the temperature in Fargo right now. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: What does the idiom in this text suggest?
+Mr. and Mrs. Rudd usually see eye to eye, but not when it comes to the controversial mayoral race. | Choices: [Mr. and Mrs. Rudd look each other in the eye., Mr. and Mrs. Rudd usually agree.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom see eye to eye suggests that Mr. and Mrs. Rudd usually agree. When you see eye to eye with someone, you share their opinion."
+"Question: Which sentence states a fact? | Choices: [Our five-cent coin is called a nickel, but it is not made out of nickel., In today's economy, a nickel is almost worthless.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
+The flag of the United States has 13 stripes.
+This is a fact. It can be proved by looking at the flag and counting the number of stripes.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+The flag of the United States is easy to draw.
+This is an opinion. People may have different opinions about what makes a flag ""easy"" to draw. | Solution: The first sentence states a fact.
+Our five-cent coin is called a nickel, but it is not made out of nickel.
+It can be proved by looking up information about U.S. coins.
+The second sentence states an opinion.
+In today's economy, a nickel is almost worthless.
+Almost worthless shows what a person believes, thinks, or feels. Another person might have a different opinion about what is worthless."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [If Lila's skirt doesn't match the blouse, she will have to exchange the blouse for another item., If Lila's skirt doesn't match the blouse, she will have to exchange it for another item.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun it could refer to Lila's skirt or the blouse.
+The first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the blouse.
+If Lila's skirt doesn't match the blouse, she will have to exchange the blouse for another item."
+"Question: Which change best matches the sentence?
+The farms in an area get covered by water after heavy rain. | Choices: [erosion, earthquake, flood] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: Classify changes to Earth's surface I | Lecture: nan | Solution: nan"
+"Question: Which figure of speech is used in this text?
+Christina's Bistro used to be a great place to go for a delicious and carefully prepared dinner, but nobody goes there anymore: it's too crowded. | Choices: [paradox, euphemism] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Nobody goes there anymore: it's too crowded at first appears to be contradictory, because if no one goes to the restaurant, then the restaurant should be empty, not crowded. However, it contains some truth: if a restaurant is frequently perceived to be too crowded, many people will no longer want to go there."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [After Annie scolded Amy for missing the deadline, she felt awful., Annie felt awful after she scolded Amy for missing the deadline.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun she could refer to Annie or Amy.
+After Annie scolded Amy for missing the deadline, she felt awful.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Annie felt awful after she scolded Amy for missing the deadline."
+"Question: Which object has the least thermal energy? | Choices: [a 9-kilogram block of steel at a temperature of 198°C, a 9-kilogram block of steel at a temperature of 0°C, a 9-kilogram block of steel at a temperature of 195°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: All three blocks of steel have the same mass but different temperatures. Since the 0°C block is the coldest, it has the least thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which logical fallacy is used in the text?
+The Mannings argue we should eat our pizza with a fork and knife because it's less messy, but what do they know? Have you seen their house? It's a disaster! | Choices: [false dichotomy: an argument that presents only two choices when more options exist, circular reasoning: an argument that supports a claim with the claim itself, ad hominem: an attack against the person making the argument, rather than the argument itself] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that the Mannings' opinion on eating pizza is invalid because their house is messy. This is a personal attack that isn't relevant to whether the argument is valid. This illustrates a type of logical fallacy known as ad hominem."
+"Question: Which of these is part of the judicial branch? | Choices: [the president, the Department of Defense, the Supreme Court, Congress] | Task: closed choice | Subject: social science | Grade: grade8 | Topic: civics | Skill: The Judicial Branch | Lecture: nan | Solution: nan"
+"Question: Using only these supplies, which question can Diane investigate with an experiment? | Choices: [Does the basketball bounce higher on a lawn or on a dirt path?, Do larger basketballs bounce higher than smaller basketballs on a brick patio?, Does the basketball bounce higher on gravel or on grass?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Diane gets a basketball for her birthday and dribbles it around her neighborhood. She notices that sometimes the ball bounces higher than other times. She wonders what factors affect how high her ball bounces. So, she decides to design an experiment. She has the following supplies available:
+one basketball
+access to a brick patio
+access to a grassy lawn
+access to a gravel driveway
+a meterstick"
+"Question: Complete the sentence.
+Erosion caused by wind is a (). | Choices: [physical change, chemical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Erosion caused by wind is a physical change. The wind carries away tiny pieces of rock. But the pieces of rock do not become a different type of matter."
+"Question: Select the one substance that is not a rock. | Choices: [Basalt is not made by living things. It is a solid., Quartzite is not a pure substance. It is formed in nature., Soap is made by humans. It is a solid.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify rocks using properties | Lecture: Rocks are made of minerals. Here are some properties of rocks:
+They are solid.
+They are formed in nature.
+They are not made by living things.
+They are not pure substances. | Solution: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.
+Soap is made by humans. But rocks are not made by living things.
+So, soap is not a rock.
+Basalt is a rock.
+Quartzite is a rock."
+"Question: What does the verbal irony in this text suggest?
+While waiting for her search results, Marcy exclaimed, ""My Internet connection is as speedy as a snail!"" | Choices: [The Internet connection was very slow., Marcy was patiently waiting for an Internet connection.] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As speedy as a snail suggests that the Internet connection was very slow. A snail is not speedy, and neither was Marcy's Internet connection."
+"Question: Which word would you find on a dictionary page with the following guide words?
+vein - volunteer | Choices: [vinegar, vase] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since vinegar is between the guide words vein - volunteer, it would be found on that page."
+"Question: Would you find the word spoon on a dictionary page with the following guide words?
+satisfy - stripe | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since spoon is between the guide words satisfy - stripe, it would be found on that page."
+"Question: Which figure of speech is used in this text?
+Judge Taylor looked daggers at Atticus, as if daring him to speak.
+—Harper Lee, To Kill a Mockingbird | Choices: [verbal irony, idiom] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+Looked daggers means looked at with an angry, menacing expression."
+"Question: Is the following trait inherited or acquired?
+Caden plays golf. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play golf. Instead, some people learn how to play golf. Playing the sport takes practice. So, playing golf is an acquired trait."
+"Question: Would you find the word go on a dictionary page with the following guide words?
+given - guest | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since go is between the guide words given - guest, it would be found on that page."
+"Question: Which sentence is more formal? | Choices: [Emilia didn't enter student politics until her junior year., Emilia did not enter student politics until her junior year.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The first sentence is less formal. You can tell because it uses a contraction (didn't).
+The second sentence does not use a contraction, so it is more formal."
+"Question: Select the place that doesn't belong. | Choices: [shop, meadow, store, market] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: vocabulary | Skill: Select the words that don't belong | Lecture: nan | Solution: Meadow doesn't belong.
+Store, shop, and market all name places that sell things."
+"Question: What kind of sentence is this?
+Larry campaigned tirelessly in support of his neighbor's bid for elective office. | Choices: [declarative, interrogative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement and always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An interrogative sentence asks a question and always ends with a question mark.
+Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
+An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence is a statement and ends with a period. It is a declarative sentence."
+"Question: Which correctly shows the title of a song? | Choices: [""hold Me near"", ""Hold Me Near""] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between.
+The correct title is ""Hold Me Near."""
+"Question: The city of Salem has been one of the world's biggest makers of cough drops for many years. But last month, Salem's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops? | Choices: [The supply will probably go down., The supply will probably go up.] | Task: closed choice | Subject: social science | Grade: grade8 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Floods destroyed the cough drop factories in Salem. The number of producers of cough drops went down. So, the supply of cough drops will probably go down."
+"Question: The city of Burlington has been one of the world's biggest makers of cough drops for many years. But last month, Burlington's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops? | Choices: [The supply will probably go down., The supply will probably go up.] | Task: closed choice | Subject: social science | Grade: grade6 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Floods destroyed the cough drop factories in Burlington. The number of producers of cough drops went down. So, the supply of cough drops will probably go down."
+"Question: Would you find the word mole on a dictionary page with the following guide words?
+mail - mind | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since mole is not between the guide words mail - mind, it would not be found on that page."
+"Question: How long is a raisin? | Choices: [10 meters, 10 centimeters, 10 kilometers, 10 millimeters] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a raisin is 10 millimeters.
+10 centimeters, 10 meters, and 10 kilometers are all too long. | Hint: Select the best estimate."
+"Question: Which logical fallacy is used in the text?
+Animals don't shampoo their fur, so it can't be good for you to shampoo your hair. | Choices: [appeal to nature: the assumption that natural things are always good, bandwagon fallacy: the assumption that the popular choice is automatically correct, guilt by association: a negative association intended to discredit someone or something] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that shampoo is not OK because animals don't use it. However, something isn't necessarily bad simply because it's not something animals use. This illustrates a type of logical fallacy known as an appeal to nature."
+"Question: Suppose Juan decides to bake coffee cake muffins. Which result would be a cost? | Choices: [Juan will get to eat more muffins. He can make more coffee cake muffins than apple muffins., Juan will give up the chance to eat apple muffins. He thinks apple muffins are tastier than coffee cake muffins.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Juan wants or needs:
+Juan will give up the chance to eat apple muffins. He thinks apple muffins are tastier than coffee cake muffins. | Hint: Juan is deciding whether to bake apple muffins or coffee cake muffins. He wants the muffins to be tasty. But he also wants to make a lot of muffins."
+"Question: Which important period in American history began in 1929? | Choices: [World War II, the Civil War, the Great Depression, the civil rights movement] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: us-history | Skill: The New Deal | Lecture: nan | Solution: The Great Depression began in 1929 when the stock market crashed.
+A depression is a long period of time when the economy does much worse than usual. During a depression, businesses close, people lose their jobs, and life becomes harder. The Great Depression lasted for more than a decade."
+"Question: What do these two changes have in common?
+a puddle freezing into ice on a cold night
+water freezing into ice | Choices: [Both are caused by heating., Both are caused by cooling., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A puddle freezing into ice on a cold night is a change of state. So, it is a physical change. Liquid water freezes and becomes solid, but it is still made of water. A different type of matter is not formed.
+Water freezing into ice is a change of state. So, it is a physical change. The water changes from solid to liquid. But the ice is still made of the same type of matter as the liquid water.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Both changes are caused by cooling."
+"Question: Which figure of speech is used in this text?
+Although Robert hasn't worked in years, his mother prefers to say that he's between jobs right now. | Choices: [oxymoron, euphemism] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Between jobs is an indirect way of saying unemployed."
+"Question: Which is a complete sentence? | Choices: [She slides into first base., The people march through the streets, they want to be heard.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: She slides into first base is a complete sentence. The subject is she, and the verb is slides."
+"Question: Compare the motion of two geese. Which goose was moving at a higher speed? | Choices: [a goose that moved 625miles in 10hours, a goose that moved 550miles in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each goose moved and the time it took to move that distance.
+One goose moved 625 miles in 10 hours.
+The other goose moved 550 miles in 10 hours.
+Notice that each goose spent the same amount of time moving. The goose that moved 625 miles moved a farther distance in that time. So, that goose must have moved at a higher speed."
+"Question: Which sentence states a fact? | Choices: [The Wright brothers successfully flew a plane for the first time in 1903., The airplane was the most exciting invention of the 20th century.] | Task: closed choice | Subject: social science | Grade: grade8 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved true by research or observation.
+George Washington became president of the United States in 1789.
+This statement is a fact. It can be proved by researching what year George Washington was inaugurated president.
+An opinion is something that a person believes, thinks, or feels. An opinion can be supported by evidence, but it cannot be proved true.
+George Washington was a better president than Thomas Jefferson.
+This statement is an opinion. People can have different ideas about what makes someone a ""better"" president, so the statement cannot be proved. | Solution: The second sentence states a fact.
+The Wright brothers successfully flew a plane for the first time in 1903.
+It can be proved by reading a biography of the Wright brothers.
+The first sentence states an opinion.
+The airplane was the most exciting invention of the 20 th century.
+Most exciting shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes an invention exciting."
+"Question: Using only these supplies, which question can Clayton investigate with an experiment? | Choices: [When hung in the laundry room, do black cloth towels or white cloth towels dry more quickly?, Do cloth towels dry faster if they are hung in the laundry room or in the backyard?, Does a small cloth towel or a large cloth towel dry faster when hung in the backyard?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: After Clayton cleans up a spill, he hangs a wet cloth towel in the laundry room. Two hours later, he notices that the towel has partially dried. He wonders what factors affect how cloth dries. So, he decides to design an experiment. He has the following supplies available:
+two identical white cloth towels
+water
+a clothesline in the laundry room
+a clothesline in the backyard"
+"Question: Which logical fallacy is used in the text?
+Senator Lowery announced today that she plans to cut funding to early childhood education programs. The last thing we need is a government official who hates children! | Choices: [straw man: a misrepresentation of an opponent's position that makes it easier to argue against, circular reasoning: an argument that supports a claim with the claim itself] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Senator Lowery hates children, because she wants to cut education funding. However, the fact that Senator Lowery wants to cut education funding doesn't necessarily suggest that she hates children. This illustrates a type of logical fallacy known as a straw man."
+"Question: How long does it take to drink a small glass of water? | Choices: [60 seconds, 60 minutes] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to drink a small glass of water is 60 seconds.
+60 minutes is too slow. | Hint: Select the better estimate."
+"Question: What information supports the conclusion that Hugo inherited this trait? | Choices: [Hugo's biological father wears contacts in his hazel eyes., Hugo wears glasses and so do his sisters., Hugo's friend also has hazel eyes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Hugo has hazel eyes."
+"Question: Complete the sentence.
+Milk going sour is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+A change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. | Solution: Milk going sour is a chemical change. The type of matter in the milk slowly changes. The new matter that is formed gives the milk its sour taste."
+"Question: Based on this information, what is Clyde's phenotype for the Tobiano patterning trait? | Choices: [having Tobiano patterning, not having Tobiano patterning] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Clyde's genotype for the Tobiano patterning gene is bb. Clyde's genotype of bb has only b alleles. The b allele is for not having Tobiano patterning. So, Clyde's phenotype for the Tobiano patterning trait must be not having Tobiano patterning.
+To check this answer, consider whether Clyde's alleles are dominant or recessive. The allele for having Tobiano patterning (B) is dominant over the allele for not having Tobiano patterning (b). This means B is a dominant allele, and b is a recessive allele.
+Clyde's genotype of bb has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Clyde's phenotype for the Tobiano patterning trait must be not having Tobiano patterning. | Hint: This passage describes the Tobiano patterning trait in horses:
+
+In a group of horses, some individuals have Tobiano patterning and others do not. In this group, the gene for the Tobiano patterning trait has two alleles. The allele for having Tobiano patterning (B) is dominant over the allele for not having Tobiano patterning (b).
+Clyde is a horse from this group. Clyde has the homozygous genotype bb for the Tobiano patterning gene."
+"Question: Which word would you find on a dictionary page with the following guide words?
+dairy - dog | Choices: [distance, drop] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since distance is between the guide words dairy - dog, it would be found on that page."
+"Question: How long does it take to make a sandwich? | Choices: [3 seconds, 3 minutes] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to make a sandwich is 3 minutes.
+3 seconds is too fast. | Hint: Select the better estimate."
+"Question: Which sentence uses a simile? | Choices: [Keith's eyes are bright green emeralds., Keith's eyes are as green as emeralds.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: This sentence uses a simile:
+Keith's eyes are as green as emeralds.
+The words eyes and emeralds are compared using the word as.
+This sentence uses a metaphor:
+Keith's eyes are bright green emeralds.
+The words eyes and emeralds are compared without the word like or as."
+"Question: How long is a walk across Central Park in New York City? | Choices: [2 feet, 2 miles, 2 inches] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a walk across Central Park in New York City is 2 miles.
+2 inches and 2 feet are both too short. | Hint: Select the best estimate."
+"Question: Which tense does the sentence use?
+I will play the fiddle for my family. | Choices: [future tense, past tense, present tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, play. The verb tells you about something that is going to happen."
+"Question: What information supports the conclusion that Martin inherited this trait? | Choices: [Martin likes to wear a blue sweater to match his blue eyes., Martin's mother has blue eyes. She passed this trait down to Martin.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Martin has blue eyes."
+"Question: Select the temperature shown by this thermometer. | Choices: [30°C, 15°C, 50°C] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Read a thermometer | Lecture: A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is °.
+Some thermometers measure temperature in degrees Celsius (°C). Celsius is one scale used to measure temperature.
+This is a tube thermometer. It has a tube filled with a red liquid.
+There is a Celsius scale along the right side of the tube. The top of the red liquid lines up with the number 30 on the scale. So, the temperature shown by this thermometer is 30°C. | Solution: Find the top of the red liquid.
+Now look at the scale to the right. The top of the red liquid lines up with 30. So, the temperature is 30°C."
+"Question: Which correctly shows the title of a book? | Choices: [green Eggs and ham, Green Eggs and Ham] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word and is not important, so it should not be capitalized.
+The correct title is Green Eggs and Ham."
+"Question: What does the verbal irony in this text suggest?
+While waiting for her search results, Lily exclaimed, ""My Internet connection is as speedy as a snail!"" | Choices: [The Internet connection was very slow., The Internet connection was very fast.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As speedy as a snail suggests that the Internet connection was very slow. A snail is not speedy, and neither was Lily's Internet connection."
+"Question: What information supports the conclusion that Sebastian inherited this trait? | Choices: [Sebastian's mother cuts his hair every month., Sebastian's parents have blond hair. They passed down this trait to Sebastian.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Sebastian has blond hair."
+"Question: Which word would you find on a dictionary page with the following guide words?
+tin - truth | Choices: [toast, tent] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since toast is between the guide words tin - truth, it would be found on that page."
+"Question: Which text uses the word nauseous in its traditional sense? | Choices: [Everyone seemed to enjoy the magnolia-scented candle, but Rafi found the smell rather nauseous., Everyone seemed to enjoy the magnolia-scented candle, but it made Rafi feel rather nauseous.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses nauseous in its traditional sense: causing disgust or nausea.
+Everyone seemed to enjoy the magnolia-scented candle, but Rafi found the smell rather nauseous.
+The first text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.
+Everyone seemed to enjoy the magnolia-scented candle, but it made Rafi feel rather nauseous.
+Most style guides recommend to use the traditional sense of the word nauseous because it is considered more standard."
+"Question: Select the temperate deciduous forest ecosystem. | Choices: [This ecosystem has:
+long, cold winters and short, cool summers
+many evergreen trees
+soil that is poor in nutrients, This ecosystem has:
+year-round rain and warm temperatures
+soil that is poor in nutrients
+many different types of organisms, This ecosystem has:
+warm, wet summers and cold, wet winters
+soil that is rich in nutrients
+only a few types of trees] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Identify ecosystems | Lecture: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
+There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
+the pattern of weather, or climate
+the type of soil
+the organisms that live there | Solution: A temperate deciduous forest is a type of ecosystem. It has warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees.
+Choice 1 is a temperate deciduous forest ecosystem. It has warm, wet summers and cold, wet winters.
+Choice 2 is a taiga ecosystem. It has many evergreen trees. It also has long, cold winters and short, cool summers.
+Choice 3 is a tropical rain forest ecosystem. It has year-round rain and soil that is poor in nutrients."
+"Question: How long is a tennis racket? | Choices: [24 feet, 24 inches, 24 yards] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a tennis racket is 24 inches.
+24 feet and 24 yards are both too long. | Hint: Select the best estimate."
+"Question: Based on this information, what is Winnee's phenotype for the wool color trait? | Choices: [white wool, black wool] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Winnee's genotype for the wool color gene is ll. Winnee's genotype of ll has only l alleles. The l allele is for black wool. So, Winnee's phenotype for the wool color trait must be black wool.
+To check this answer, consider whether Winnee's alleles are dominant or recessive. The allele for black wool (l) is recessive to the allele for white wool (L). This means L is a dominant allele, and l is a recessive allele.
+Winnee's genotype of ll has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Winnee's phenotype for the wool color trait must be black wool. | Hint: In a group of sheep, some individuals have white wool and others have black wool. In this group, the gene for the wool color trait has two alleles. The allele for black wool (l) is recessive to the allele for white wool (L).
+Winnee is a sheep from this group. Winnee has the homozygous genotype ll for the wool color gene."
+"Question: Which object has the least thermal energy? | Choices: [a blueberry muffin at a temperature of 39°C, a blueberry muffin at a temperature of 23°C, a blueberry muffin at a temperature of 38°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: All three blueberry muffins have the same mass but different temperatures. Since the 23°C muffin is the coldest, it has the least thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which graduation announcement is more formal? | Choices: [Fred Levin is graduating, and we couldn't be more proud!, We are proud to announce the graduation of Fred Levin.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second graduation announcement is more formal. It uses more ceremonious language (proud to announce). The other graduation announcement uses more conversational language (we couldn't be more proud!)."
+"Question: Using only these supplies, which question can Naomi investigate with an experiment? | Choices: [Does the basketball bounce higher on gravel or on grass?, Do larger basketballs bounce higher than smaller basketballs on a brick patio?, Does the basketball bounce higher on a lawn or on a dirt path?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Naomi gets a basketball for her birthday and dribbles it around her neighborhood. She notices that sometimes the ball bounces higher than other times. She wonders what factors affect how high her ball bounces. So, she decides to design an experiment. She has the following supplies available:
+one basketball
+access to a brick patio
+access to a grassy lawn
+access to a gravel driveway
+a meterstick"
+"Question: What does the euphemism in this text suggest?
+The Carlson family donated a number of gently loved books and toys to a local shelter. | Choices: [The items were precious., The items were not new.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The euphemism gently loved means the items were not new. Gently loved is a nicer way of referring to used items."
+"Question: What do these two changes have in common?
+mixing chocolate syrup into milk
+butter melting on a hot day | Choices: [Both are chemical changes., Both are only physical changes., Both are caused by heating., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Mixing chocolate syrup into milk is a physical change. The chocolate syrup and milk make a mixture. Making a mixture does not form a different type of matter.
+Butter melting on a hot day is a change of state. So, it is a physical change. The butter changes from solid to liquid, but it is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Butter melting on a hot day is caused by heating. But mixing chocolate syrup into milk is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which is a compound sentence? | Choices: [I don't believe in superstitions, but my mother takes them quite seriously., He showed the officers a hotel receipt and an airplane ticket as proof of his time in Buenos Aires.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction but.
+I don't believe in superstitions, but my mother takes them quite seriously."
+"Question: Which logical fallacy is used in the text?
+Xavier's definitely voting for the Conservative Party in the next election because he said there was no way he was voting for the Labour Party. | Choices: [slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, false dichotomy: an argument that presents only two choices when more options exist, false causation: the assumption that because two things happened together, one caused the other] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Xavier is voting either for the candidate from the Conservative Party or the Labour Party. However, Xavier might be voting for a third party—or he might not be voting at all. This illustrates a type of logical fallacy known as a false dichotomy."
+"Question: What do these two changes have in common?
+breaking a piece of glass
+dew appearing on grass in the morning | Choices: [Both are only physical changes., Both are chemical changes., Both are caused by heating., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Breaking a piece of glass is a physical change. The glass gets broken into pieces. But each piece is still made of the same type of matter.
+Dew appearing on grass in the morning is a change of state. So, it is a physical change. Water vapor in the air touches the cool grass and becomes liquid.
+The water vapor changes state to become dew, but it is still made of water. A different type of matter is not formed.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Dew appears when water vapor in the air condenses into a liquid on the grass. This is caused by cooling. But breaking a piece of glass is not."
+"Question: Which change best matches the sentence?
+Flowing water carries away sand and mud. | Choices: [wildfire, erosion, volcanic eruption] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: Classify changes to Earth's surface I | Lecture: nan | Solution: nan"
+"Question: What does the metaphor in this text suggest?
+When Trevor lost his job, he was devastated. The only light in the sea of darkness was the prospect of pursuing a new career. | Choices: [Trevor felt in the dark about what to do after losing his job., There was a benefit to Trevor's job loss.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town. | Solution: The text uses a metaphor, comparing two things that are not actually alike without using like or as.
+The metaphor the only light in the sea of darkness was the prospect of pursuing a new career suggests that there was a benefit to Trevor's job loss. A light would be beneficial in helping someone escape a dark, difficult-to-navigate situation. Similarly, Trevor's new career was beneficial in helping him escape the emotionally difficult experience of losing his job."
+"Question: Which sentence is more formal? | Choices: [Most of the apartments in New York City's Upper West Side are extremely expensive., Most of the apartments in New York City's Upper West Side cost an arm and a leg.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The first sentence is less formal. You can tell because it uses an idiom (cost an arm and a leg).
+The second sentence uses formal language in place of the idiom, so it is more formal overall."
+"Question: What information supports the conclusion that Wyatt acquired this trait? | Choices: [Wyatt was not born knowing how to identify different fish. He had to learn this skill., Wyatt has two pet fish. The fish live in a fish tank together.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Wyatt is good at identifying fish."
+"Question: Which excerpt from a lab report is more formal? | Choices: [This experiment focused on the energy requirements of the human body., This is an experiment where we looked at how the body needs lots of energy.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first excerpt from a lab report is more formal. It uses more elevated language (focused on, energy requirements, human body). The other excerpt uses more imprecise language (lots) and sounds more casual (we looked at how)."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [For many sitcoms, sound engineers use a laugh track to simulate the laughter of a live studio audience., For many sitcoms, they use a laugh track to simulate the laughter of a live studio audience.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.
+The second answer choice shows a possible correction for the vague pronoun reference. They has been replaced with sound engineers.
+For many sitcoms, sound engineers use a laugh track to simulate the laughter of a live studio audience."
+"Question: Complete the statement.
+Sulfur dioxide is (). | Choices: [an elementary substance, a compound] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: You can tell whether sulfur dioxide is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for sulfur dioxide is SO2. This formula contains two symbols: S for sulfur and O for oxygen. So, the formula tells you that sulfur dioxide is made of two chemical elements bonded together.
+Substances made of two or more chemical elements bonded together are compounds. So, sulfur dioxide is a compound. | Hint: Sulfur dioxide is a poisonous gas that is released into the atmosphere when volcanoes erupt. The chemical formula for sulfur dioxide is SO2."
+"Question: Based on this information, what is this pea plant's phenotype for the pea color trait? | Choices: [Ee, yellow peas] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. The pea plant's observable version of the pea color trait is yellow peas. So, the plant's phenotype for the pea color trait is yellow peas. | Hint: In a group of pea plants, some individuals have yellow peas and others have green peas. In this group, the gene for the pea color trait has two alleles. The allele E is for yellow peas, and the allele e is for green peas.
+A certain pea plant from this group has yellow peas. This plant has one allele for yellow peas and one allele for green peas."
+"Question: Which word would you find on a dictionary page with the following guide words?
+ceiling - conquer | Choices: [crust, chop] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since chop is between the guide words ceiling - conquer, it would be found on that page."
+"Question: Is a pair of shoes a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a pair of shoes is a good or a service, ask these questions:
+Is a pair of shoes something you can touch? Yes.
+Is a pair of shoes a job you might pay someone else to do? No.
+So, a pair of shoes is a good."
+"Question: From Whitman's account, what probably happened at the battle? | Choices: [The Union army fought the Confederate army to a tie., The Union army was defeated and forced to retreat., The Union army won the battle and took Manassas Junction., The Confederate army had burned down the Long Bridge.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: us-history | Skill: The Civil War: the First Battle of Bull Run to Gettysburg | Lecture: nan | Solution: Look at the underlined sentences from the passage.
+The defeated troops [started] pouring into Washington over the Long Bridge at daylight on Monday, 22 nd July . . . all the men with this coating of sweat and rain, now recoiling back, pouring over the Long Bridge — a horrible march of twenty miles, returning to Washington baffled, humiliated, panic-struck.
+Remember that Walt Whitman was writing about the Union army. Whitman uses words such as ""defeated,"" ""humiliated,"" and ""panic-struck"" to describe the returning Union soldiers. The Union army was defeated and forced to retreat. | Hint: In June 1861, the Union army marched south from Washington, D.C., into Virginia. Its goal was to seize Manassas Junction, an important railroad center.
+The following passage is the memory of Walt Whitman, who was living in Washington, D.C., at the time. Use it to answer the question below.
+The defeated troops [started] pouring into Washington over the Long Bridge at daylight on Monday, 22nd July . . . all the men with this coating of sweat and rain, now recoiling back, pouring over the Long Bridge — a horrible march of twenty miles, returning to Washington baffled, humiliated, panic-struck."
+"Question: What is the volume of a bathtub? | Choices: [90 fluid ounces, 90 gallons, 90 cups] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a bathtub is 90 gallons.
+90 fluid ounces and 90 cups are both too little. | Hint: Select the best estimate."
+"Question: Select the plant. | Choices: [Loons walk, fly, and swim., Magnolia trees have many leaves.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A loon is an animal. It walks, flies, and swims.
+A loon is a bird. Loons live near lakes and dive in the water to hunt for food.
+A magnolia tree is a plant. It has many green leaves.
+Magnolia trees have red seeds."
+"Question: Which correctly shows the title of a book? | Choices: [***A Ball for Daisy***, ""A Ball for Daisy""] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A book should be in italics.
+The correct title is **A Ball for Daisy**."
+"Question: Select the one true statement. | Choices: [In an animal cell, the endoplasmic reticulum contains the master plan for cell activities and cell development., Mitochondria break down sugar to release energy that a plant cell can use., Chromosomes store nutrients, water, and waste in an animal cell.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Compare cells and cell parts | Lecture: nan | Solution: nan"
+"Question: Suppose Felix decides to buy a copy of the book. Which result would be a cost? | Choices: [Felix will get to keep the book as long as he wants., Felix will spend money to buy the book.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Felix wants or needs:
+Felix will spend money to buy the book. | Hint: Felix is deciding whether to buy a copy of a book or borrow it from the library. He would like to be able to keep the book as long as he wants, but buying the book would cost money. He could borrow the book for free, but he would have to return it in a few weeks."
+"Question: Which figure of speech is used in this text?
+The old wooden rocking chair that Lacey brought home from the rummage sale was as comfortable as a bed of nails. | Choices: [alliteration, verbal irony] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As comfortable as a bed of nails shows verbal irony because sitting on nails would not be comfortable."
+"Question: Which figure of speech is used in this text?
+Dr. Molina is unhappy with her new assistant because simple tasks, like fetching coffee, take him years to finish. | Choices: [hyperbole, oxymoron] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+Take him years to finish is an exaggeration, since it probably does not take him entire years to fetch coffee."
+"Question: How long is the Amazon River? | Choices: [6,400 millimeters, 6,400 meters, 6,400 centimeters, 6,400 kilometers] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of the Amazon River is 6,400 kilometers.
+6,400 millimeters, 6,400 centimeters, and 6,400 meters are all too short. | Hint: Select the best estimate."
+"Question: The movers lift the boxes at the same speed. Which box is lifted with a larger force? | Choices: [a box holding 44 pounds, a box holding 38 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the box that is heavier.
+A box holding 44 pounds is heavier than a box holding 38 pounds. So, the box holding 44 pounds needs a larger force to start moving upward at the same speed as the other box. | Hint: Two movers are putting heavy boxes into their truck. The boxes are the same shape and size. Each mover lifts one box up into the truck at a time."
+"Question: What is the source of the allusion in the sentence below?
+The artistic feats of the Italian Renaissance painters are seen as Promethean by most historians. | Choices: [Greek mythology, U.S. history] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Promethean is Greek mythology.
+In Greek mythology, Prometheus was a Titan who stole fire from the gods and gave it to humankind. Although Prometheus was punished by the gods, humanity's future was forever changed.
+The allusion Promethean means boldly innovative."
+"Question: Which figure of speech is used in this text?
+Tucker's leaving his job? That's old news. He's been planning that for months. | Choices: [euphemism, oxymoron] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Old news is a contradiction, because news is recent information."
+"Question: How long is an apple seed? | Choices: [7 centimeters, 7 kilometers, 7 meters, 7 millimeters] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of an apple seed is 7 millimeters.
+7 centimeters, 7 meters, and 7 kilometers are all too long. | Hint: Select the best estimate."
+"Question: Which water balloon has a lower temperature? | Choices: [the water balloon with less thermal energy, the water balloon with more thermal energy] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two water balloons are made of the same material and have the same mass. So, the water balloon with less thermal energy has a lower temperature. | Hint: Two water balloons are identical except for their thermal energies."
+"Question: Select the invertebrate. | Choices: [black widow spider, blue jay, wombat, common snapping turtle] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A blue jay is a bird. Like other birds, a blue jay is a vertebrate. It has a backbone.
+Like other spiders, a black widow spider is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A common snapping turtle is a reptile. Like other reptiles, a common snapping turtle is a vertebrate. It has a backbone.
+A wombat is a mammal. Like other mammals, a wombat is a vertebrate. It has a backbone. | Hint: Hint: Insects, spiders, and worms are invertebrates."
+"Question: Which tense does the sentence use?
+Our guests will stay for three days and two nights. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, stay. The verb tells you about something that is going to happen."
+"Question: Does this passage describe the weather or the climate?
+It has not rained in over a week at Laura's house. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+It has not rained in over a week at Laura's house.
+This passage tells you about the precipitation last week at Laura's house. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Which correctly shows the title of a song? | Choices: [""the wheels on the Bus"", ""The Wheels on the Bus""] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The words on and the are not important, so they should not be capitalized.
+The correct title is ""The Wheels on the Bus."""
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Jake went on to calculus after studying trigonometry, but he never fully comprehended calculus., Jake went on to calculus after studying trigonometry, but he never fully comprehended it.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun it could refer to calculus or trigonometry.
+The second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with calculus.
+Jake went on to calculus after studying trigonometry, but he never fully comprehended calculus."
+"Question: What information supports the conclusion that Austin inherited this trait? | Choices: [Austin and his father both have dark hair., Austin's parents have pale skin. They passed down this trait to Austin.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Austin has pale skin."
+"Question: Which logical fallacy is used in the text?
+Before I refute my opponent's argument, I would like to draw attention to the fact that he is sweating and clearly does not have much experience on the debate team. | Choices: [ad hominem: an attack against the person making the argument, rather than the argument itself, bandwagon fallacy: the assumption that the popular choice is automatically correct, appeal to nature: the assumption that natural things are always good] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that the speaker's debate opponent is sweaty and inexperienced. This is a personal attack that isn't relevant to whether the opponent's argument is valid. This illustrates a type of logical fallacy known as ad hominem."
+"Question: Which type of sentence is this?
+An avid reader, Jayden attends weekly book club meetings, and he finishes several novels every month. | Choices: [compound, compound-complex, simple, complex] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+An avid reader, Jayden attends weekly book club meetings, and he finishes several novels every month."
+"Question: Which tense does the sentence use?
+My sister will place the plates and bowls on the table. | Choices: [future tense, past tense, present tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, place. The verb tells you about something that is going to happen."
+"Question: Which greeting is correct for a letter? | Choices: [Dear dr. larson,, Dear Dr. Larson,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Dr. Larson is capitalized because it is a proper noun."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her ideas and development?
+An elephant's trunk has many purposes, including breathing, smelling, drinking, lifting, and communicating. It contains about one hundred thousand different muscles. Elephants have a very long gestation period: a female is pregnant for nearly twenty-two months before giving birth. Newborn calves weigh as much as two hundred pounds. Sadly, thousands of elephants are killed every year for their ivory tusks. Even though the ivory trade is illegal, it has not been completely stopped. As a result, elephants are endangered. | Choices: [by including more details, by clearly stating the main idea, by focusing on one main idea] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her ideas and development by focusing on one main idea.
+For example, the writer could choose one of the underlined ideas and develop it more fully instead of touching on several different ideas.
+An elephant's trunk has many purposes, including breathing, smelling, drinking, lifting, and communicating. It contains about one hundred thousand different muscles. Elephants have a very long gestation period: a female is pregnant for nearly twenty-two months before giving birth. Newborn calves weigh as much as two hundred pounds. Sadly, thousands of elephants are killed every year for their ivory tusks. Even though the ivory trade is illegal, it has not been completely stopped. As a result, elephants are endangered."
+"Question: Which would stretch the most? | Choices: [nylon swim shorts, soap bar, glass cup] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Stretchy is a property. A stretchy material gets longer when you pull on it.
+Look at each picture, one at a time. Imagine pulling on the material shown in each picture.
+Of the choices, the nylon swim shorts would stretch the most. If you pull the leg opening on a pair of nylon swim shorts, it will get wider."
+"Question: Would you find the word petrify on a dictionary page with the following guide words?
+piece - politics | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since petrify is not between the guide words piece - politics, it would not be found on that page."
+"Question: Which type of sentence is this?
+As Johnny sat down on the rickety old chair, it abruptly collapsed beneath him. | Choices: [simple, compound, complex, compound-complex] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.
+As Johnny sat down on the rickety old chair, it abruptly collapsed beneath him."
+"Question: Look at the word. Does it have a closed syllable or an open syllable?
+at | Choices: [closed, open] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: word-study | Skill: Is the syllable open or closed? | Lecture: Words are made up of syllables. Two kinds of syllables are closed and open.
+A closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.
+desk: short e
+kit / ten: short i / short e
+An open syllable ends with one vowel. It usually has a long vowel sound.
+go: long o
+he / ro: long e / long o
+Some open syllables end with y. The y makes a long e sound or a long i sound.
+sky: long i
+ba / by: long a / long e | Solution: The word at ends with a consonant and has a short vowel sound. So, it has a closed syllable."
+"Question: Which correctly shows the title of a poem? | Choices: [""Casey at the Bat"", Casey at the Bat] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A poem should be in quotation marks.
+The correct title is ""Casey at the Bat."""
+"Question: Does this passage describe the weather or the climate?
+It is snowing in Colleen's town today. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+It is snowing in Colleen's town today.
+This passage tells you about the precipitation today in Colleen's town. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Which tense does the sentence use?
+Mr. Boyd signed his name on the letter. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, signed. The verb ends in -ed and tells you about something that has already happened."
+"Question: Select the one true statement. | Choices: [Chromosomes are inside the nucleus of an animal cell., The cell membrane stores nutrients, water, and waste in a plant cell., Plant cells can have mitochondria but do not have vacuoles.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Compare cells and cell parts | Lecture: nan | Solution: nan"
+"Question: Which word would you find on a dictionary page with the following guide words?
+leather - lower | Choices: [little, latitude] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since little is between the guide words leather - lower, it would be found on that page."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her organization?
+For several reasons, plagiarism is a major issue in schools today. Part of the problem is that many students don't even know what plagiarism means exactly. For teachers, it can be a challenge to spot plagiarism. As a result, several Internet services have been created to help teachers detect copied material by showing the sources of passages that aren't original. Students need to know that any act of using another person's ideas or words without giving credit to that person is plagiarism. They must understand how serious the consequences can be. People who plagiarize may have their reputation and credibility destroyed, and they may be in violation of copyright laws. It is important for students and teachers to work together to prevent plagiarism. | Choices: [by making a general statement before giving examples, by removing text unrelated to the main idea, by discussing one topic before moving on to another] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her organization by discussing one topic before moving on to another.
+For example, the writer could move the underlined text to follow the second sentence so that all the information about students comes before the part about teachers.
+For several reasons, plagiarism is a major issue in schools today. Part of the problem is that many students don't even know what plagiarism means exactly. For teachers, it can be a challenge to spot plagiarism. As a result, several Internet services have been created to help teachers detect copied material by showing the sources of passages that aren't original. Students need to know that any act of using another person's ideas or words without giving credit to that person is plagiarism. They must understand how serious the consequences can be. People who plagiarize may have their reputation and credibility destroyed, and they may be in violation of copyright laws. It is important for students and teachers to work together to prevent plagiarism."
+"Question: What is the source of the allusion in the sentence below?
+Finn dropped out of college to travel the world, but a year later, the prodigal son returned home and re-enrolled. | Choices: [Greek mythology, the Bible] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion prodigal son is the Bible.
+In a Biblical parable, the prodigal son irresponsibly spends the inheritance given to him by his father. When he returns home, he expects to be shamed, but his father forgives him.
+The allusion prodigal son means a person who behaves recklessly but later makes a repentant return."
+"Question: Which is a complex sentence? | Choices: [Mr. Long's afternoon lecture was about art and culture in Germany before World War II., Bobby prepared a receipt for the customer while Eddie packaged her items for her.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction while.
+Bobby prepared a receipt for the customer while Eddie packaged her items for her."
+"Question: Based on this information, what is Nessie's phenotype for the body color trait? | Choices: [bb, a golden body] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Nessie's observable version of the body color trait is a golden body. So, Nessie's phenotype for the body color trait is a golden body. | Hint: In a group of guppies, some individuals have a gray body and others have a golden body. In this group, the gene for the body color trait has two alleles. The allele B is for a gray body, and the allele b is for a golden body.
+Nessie, a guppy from this group, has a golden body. Nessie has two alleles for a golden body."
+"Question: Is the following trait inherited or acquired?
+Sue has a scar on her right hand. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: Which text uses the word disinterested in its traditional sense? | Choices: [Akira is happy with her position as class treasurer. Though she would have the support of the student council, she is disinterested in running for student body president., Akira is excellent in her position as class treasurer. She always manages to be disinterested in student council debates about the allocation of extracurricular funds.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses disinterested in its traditional sense: unbiased or impartial.
+Akira is excellent in her position as class treasurer. She always manages to be disinterested in student council debates about the allocation of extracurricular funds.
+The first text uses disinterested in its nontraditional sense: uninterested or indifferent.
+Akira is happy with her position as class treasurer. Though she would have the support of the student council, she is disinterested in running for student body president.
+Most style guides recommend to use the traditional sense of the word disinterested because it is considered more standard."
+"Question: What kind of sentence is this?
+Will you be here again next Wednesday? | Choices: [interrogative, declarative] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: Based on this information, what is Holly's phenotype for the body hair trait? | Choices: [a hairless body, a hairy body] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine Holly's phenotype for the body hair trait. First, consider the alleles in Holly's genotype for the body hair gene. Then, decide whether these alleles are dominant or recessive.
+The allele for a hairy body (B) is dominant over the allele for a hairless body (b). This means B is a dominant allele, and b is a recessive allele.
+Holly's genotype of Bb has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Holly's phenotype for the body hair trait must be a hairy body. | Hint: In a group of deer mice, some individuals have a hairy body and others have a hairless body. In this group, the gene for the body hair trait has two alleles. The allele for a hairy body (B) is dominant over the allele for a hairless body (b).
+Holly is a deer mouse from this group. Holly has the heterozygous genotype Bb for the body hair gene."
+"Question: Select the one animal that has all of the reptile traits listed above. | Choices: [Smooth newts have moist, smooth skin with black spots. Young smooth newts hatch from eggs without shells. They live in streams or ponds until they are about ten weeks old. Then, they crawl onto land., Box turtles can live to be over 100 years old! They have scaly, waterproof skin and a thick shell that helps protect them from predators. Box turtles lay eggs with shells.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Reptiles have the following traits:
+They have scaly, waterproof skin.
+They make eggs with shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A smooth newt has the following traits:
+It spends part of its life in water and part on land.
+It has moist skin.
+It makes eggs with no shells.
+A smooth newt does not have all of the traits of a reptile. A smooth newt is an amphibian.
+A box turtle has the following traits:
+It has scaly, waterproof skin.
+It makes eggs with shells.
+A box turtle has the traits of a reptile. A box turtle is a reptile. | Hint: Reptiles are a group of animals with similar traits. The following traits can be used to identify reptiles:
+They have scaly, waterproof skin.
+They make eggs with shells. Observe the animals and read the descriptions."
+"Question: What does the idiom in this text suggest?
+Cell phones once cost an arm and a leg, but today the majority of people can afford them. | Choices: [Cell phones were once very expensive., Cell phones once varied greatly in price.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom an arm and a leg suggests that cell phones were once very expensive. A part of your body would be a high price to pay, so the idiom means that something is very expensive."
+"Question: Which closing is correct for a letter? | Choices: [With Love,
+Kristen, With love,
+Kristen] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Suppose Haley decides to see the leopards. Which result would be a cost? | Choices: [Haley will spend more time walking to the leopards. They are on the other side of the zoo, but the elephants are close by., Haley will enjoy seeing the leopards more than she would have enjoyed seeing the elephants.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Haley wants or needs:
+Haley will spend more time walking to the leopards. They are on the other side of the zoo, but the elephants are close by. | Hint: Haley is deciding whether to see the leopards or the elephants at the zoo. She wants to see lots of animals, but the zoo is closing soon."
+"Question: Which sentence is more formal? | Choices: [Many languages around the world are endangered because young people aren't learning them., Many languages around the world are endangered because young people are not learning them.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The second sentence is less formal. You can tell because it uses a contraction (aren't).
+The first sentence does not use a contraction, so it is more formal."
+"Question: What is the source of the allusion in the sentence below?
+The national park is truly a Garden of Eden. | Choices: [the Bible, a song] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Garden of Eden is the Bible.
+In the Bible, the Garden of Eden is a paradise where the first man and woman lived.
+The allusion Garden of Eden means a place of great beauty and peace."
+"Question: Which type of sentence is this?
+Anna is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. | Choices: [compound-complex, simple, complex, compound] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.
+Anna is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years."
+"Question: What do these two changes have in common?
+water freezing into ice
+peeling a banana | Choices: [Both are caused by cooling., Both are chemical changes., Both are only physical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Water freezing into ice is a change of state. So, it is a physical change. The water changes from solid to liquid. But the ice is still made of the same type of matter as the liquid water.
+Peeling a banana is a physical change. The peel is not covering the rest of the fruit anymore. But both the peel and the banana are still made of the same type of matter as before.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Water freezing is caused by cooling. But peeling a banana is not."
+"Question: Compare the motion of two trains. Which train was moving at a higher speed? | Choices: [a train that moved 405kilometers in 5hours, a train that moved 540kilometers in 5hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each train moved and the time it took to move that distance.
+One train moved 540 kilometers in 5 hours.
+The other train moved 405 kilometers in 5 hours.
+Notice that each train spent the same amount of time moving. The train that moved 540 kilometers moved a farther distance in that time. So, that train must have moved at a higher speed."
+"Question: Which word would you find on a dictionary page with the following guide words?
+hair - holly | Choices: [humble, history] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since history is between the guide words hair - holly, it would be found on that page."
+"Question: Using only these supplies, which question can Gary investigate with an experiment? | Choices: [Do rubber balloons or foil balloons stick to the wooden door longer after being rubbed on his hair?, Do rubber balloons stick to a cotton blanket or a wooden door longer after being rubbed on his hair?, Do rubber balloons stick to a wooden door or a metal door longer after being rubbed on his hair?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Gary went to a magic show. The magician rubbed a balloon on her hair and then held the balloon against a wall. When the magician released the balloon, Gary was amazed to see that it stuck to the wall! He wonders what factors affect how well balloons stick to different surfaces. So, he decides to design an experiment. He has the following supplies available:
+the hair on his own head
+a cotton blanket
+a wooden door
+five rubber balloons"
+"Question: Using only these supplies, which question can Lacey investigate with an experiment? | Choices: [Do larger basketballs bounce higher than smaller basketballs on a brick patio?, Does the basketball bounce higher on a lawn or on a dirt path?, Does the basketball bounce higher on gravel or on grass?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Lacey gets a basketball for her birthday and dribbles it around her neighborhood. She notices that sometimes the ball bounces higher than other times. She wonders what factors affect how high her ball bounces. So, she decides to design an experiment. She has the following supplies available:
+one basketball
+access to a brick patio
+access to a grassy lawn
+access to a gravel driveway
+a meterstick"
+"Question: Which phrase has a more negative connotation? | Choices: [boast about something, talk about something] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: Boast about something has a more negative connotation. If you boast about something, you talk about it with too much pride."
+"Question: Which is a run-on sentence? | Choices: [The cardboard box gets wet, it falls apart., Ms. Stevenson's many books about history and law.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: The cardboard box gets wet, it falls apart is a run-on sentence. It has two sentences that are joined by just a comma: The cardboard box gets wet and It falls apart."
+"Question: Which marble has a higher temperature? | Choices: [the marble with more thermal energy, the marble with less thermal energy] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two marbles are made of the same material and have the same mass. So, the marble with more thermal energy has a higher temperature. | Hint: Two marbles are identical except for their thermal energies."
+"Question: Select the one animal that has all of the insect traits listed above. | Choices: [Birdwing butterflies have an exoskeleton and six legs. Males are bright green and black, and females are brown or yellow. Both males and females have one pair of antennae., Trichina worms have soft, thin bodies. They have a cylindrical shape and do not have limbs. Trichina worms are not made up of segments. They can infect and feed off of humans, pigs, and other mammals.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify animals | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Insects have the following traits:
+They have six legs.
+They have an exoskeleton.
+They have one pair of antennae.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A birdwing butterfly has the following traits:
+It has six legs.
+It has an exoskeleton.
+It has one pair of antennae.
+A birdwing butterfly has the traits of an insect. A birdwing butterfly is an insect.
+A trichina worm has the following traits:
+A trichina worm does not have all of the traits of an insect. A trichina worm is a roundworm. | Hint: Insects are a group of animals with similar traits. The following traits can be used to identify insects:
+They have six legs.
+They have an exoskeleton.
+They have one pair of antennae. Observe the animals and read the descriptions."
+"Question: What do these two changes have in common?
+sauce burning on a stove
+a crayon melting in the sun | Choices: [Both are only physical changes., Both are caused by cooling., Both are caused by heating., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Sauce burning on a stove is a chemical change. High temperatures case the sauce to react with oxygen in the air. The sauce turns black and no longer tastes good.
+A crayon melting in the sun is a change of state. So, it is a physical change. The crayon changes state from solid to liquid. The crayon is still made of wax, even after it melts.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+A crayon melting in the sun is a physical change. But sauce burning is not.
+Both are chemical changes.
+Sauce burning is a chemical change. But a crayon melting is not.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: How long is a basketball court? | Choices: [28 feet, 28 inches, 28 miles, 28 yards] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a basketball court is 28 yards.
+28 inches and 28 feet are too short. 28 miles is too long. | Hint: Select the best estimate."
+"Question: Which word does not rhyme? | Choices: [rut, shut, rob] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the ip sound.
+The words lake and make rhyme. They both end with the ake sound.
+The words tip and lake don't rhyme. They end with different sounds. | Solution: The words rut and shut rhyme. They both end with the ut sound.
+The word rob does not rhyme. It ends with a different sound."
+"Question: Which organ reabsorbs water from undigested food? | Choices: [trachea, skin, lungs, large intestine] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Human organs and their functions | Lecture: nan | Solution: nan"
+"Question: What do these two changes have in common?
+cutting an apple
+breaking a stick in half | Choices: [Both are caused by cooling., Both are chemical changes., Both are caused by heating., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Cutting an apple is a physical change. The apple gets a different shape. But it is still made of the same type of matter as the uncut apple.
+Breaking a stick in half is a physical change. The stick gets broken into two pieces. But the pieces are still made of the same type of matter as the original stick.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What do these two changes have in common?
+plants making food from sunlight, air, and water
+a piece of avocado turning brown | Choices: [Both are caused by heating., Both are caused by cooling., Both are only physical changes., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Plants making food is a chemical change. Plants use energy from sunlight to change air and water into food. The food is sugar. Sugar is a different type of matter than air or water.
+A piece of avocado turning brown is a chemical change. The avocado reacts with oxygen in the air to form a different type of matter.
+If you scrape off the brown part of the avocado, the inside will still be green. The inside hasn't touched the air. So the chemical change hasn't happened to that part of the avocado.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which press release is more formal? | Choices: [On November 19, the Newton Amphitheater will host area musicians vying for top honors in the fourth annual Jam-a-thon., On Nov. 19, musicians from all over town will battle it out in the fourth annual Jam-a-thon, happening at the amphitheater.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first press release is more formal. It uses more elevated language (area musicians, top honors). The other press release uses idioms (battle it out) and abbreviations (Nov.)."
+"Question: Which word would you find on a dictionary page with the following guide words?
+mellow - murmur | Choices: [mound, mascot] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since mound is between the guide words mellow - murmur, it would be found on that page."
+"Question: What kind of sentence is this?
+Do you know Jonah from soccer camp, or do you have another connection with him? | Choices: [declarative, imperative, interrogative] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: Is the following trait inherited or acquired?
+Henry has a scar on his left hand. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: Which change best matches the sentence?
+A piece of rock from outer space hits Earth. | Choices: [deposition, meteorite crash, erosion] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: Classify changes to Earth's surface II | Lecture: nan | Solution: nan"
+"Question: Using only these supplies, which question can Porter investigate with an experiment? | Choices: [Does a pie crust made with white flour burn more quickly when the pie is cooked in a glass pan or in an aluminum pan?, Do pie crusts made with white flour burn less quickly when covered with aluminum foil or when left uncovered?, Does a pie crust made with white flour burn more quickly than a pie crust made with whole wheat flour?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Porter is baking a pie. He notices that the crust burns before the pie is fully cooked. He wonders what factors affect whether a pie crust will burn in the oven. So, he decides to design an experiment. He has the following supplies available:
+ingredients for pumpkin pie filling
+ingredients for apple pie filling
+two pie crusts made with white flour
+a glass pie pan
+an aluminum pie pan
+an oven"
+"Question: Complete the statement. Assume that Anthony's mass did not change.
+The gravitational potential energy stored between Anthony and Earth () as he hiked toward the summit. | Choices: [increased, decreased, stayed the same] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between Anthony and the center of Earth changed.
+The summit of the mountain was higher than the point where Anthony started hiking. As he hiked toward the summit, the distance between Anthony and the center of Earth increased. So, the gravitational potential energy stored between Anthony and Earth increased as he hiked toward the summit. | Hint: Read the text about a person in motion.
+Anthony hiked up a tall mountain. He followed a trail all the way to the summit."
+"Question: Which sentence states a fact? | Choices: [Evergreen trees keep their needles in winter., Trees that have needles are ugly.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The first sentence states a fact.
+Evergreen trees keep their needles in winter.
+It can be proved by observing evergreen trees in winter.
+The second sentence states an opinion.
+Trees that have needles are ugly.
+Ugly shows what a person believes, thinks, or feels. Another person might have a different opinion about which trees are ugly."
+"Question: Choose the poem that uses onomatopoeia. | Choices: [Every man has got a hobby,
+Every poet has some fault,
+Every sweet contains its bitter,
+Every fresh thing has its salt.
+Every mountain has a valley., Up from the river came
+The low and sullen roar
+Of lions, with eyes of flame,
+That haunted its reedy shore,
+And the neigh of the hippopotamus.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: reading-comprehension | Skill: Identify elements of poetry | Lecture: Poets often use the sounds of words to create interesting effects and to express moods and emotions. Understanding these elements of poetry can help you better interpret and appreciate poetic forms.
+Anaphora is the repetition of words or sequences of words at the beginning of multiple phrases, sentences, or lines.
+Out of the cradle endlessly rocking,
+Out of the mocking-bird's throat, the musical shuttle,
+Out of the Ninth-month midnight
+—From Walt Whitman, ""Out of the Cradle Endlessly Rocking""
+Onomatopoeia is when language sounds like what it talks about.
+Sometimes the onomatopoeia uses made-up words:
+Tlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.
+—From Alfred Noyes, ""The Highwayman""
+Sometimes the onomatopoeia uses real words:
+Hark! the honey bee is humming.
+—From Mary Howitt, ""The Voice of Spring""
+Alliteration is when beginning consonant sounds are repeated in words that are close together.
+Where the wild men watched and waited
+Wolves in the forest, and bears in the bush.
+—From Bayard Taylor, ""A Night with a Wolf""
+Assonance is the repetition of vowel sounds. Often, assonance can create rhymes or near-rhymes within lines.
+I wandered lonely as a Cloud
+That floats on high o'er Vales and Hills,
+When all at once I saw a crowd,
+A host of golden Daffodils.
+—From William Wordsworth, ""I Wandered Lonely as a Cloud""
+Meter is a poem's rhythm, or the pattern of strong and weak syllables. Strong syllables are stressed, while weak syllables are unstressed.
+A poem has an iambic meter when the beat sounds like da-DUM. A weak syllable is followed by a strong syllable. Occasionally, a line may begin with a strong syllable.
+He watches from his mountain walls,
+And like a thunderbolt he falls.
+—From Alfred, Lord Tennyson, ""The Eagle""
+A poem has a trochaic meter when the beat sounds like DUM-da. A strong syllable is followed by a weak syllable. Occasionally, a line may end in a strong syllable.
+Back into the chamber turning, all my soul within me burning,
+Soon again I heard a tapping somewhat louder than before.
+—From Edgar Allen Poe, ""The Raven""
+Free verse is when a poem has neither a regular rhythm nor a rhyme pattern.
+The old bridge has a wrinkled face.
+He bends his back
+For us to go over.
+—From Hilda Conkling, ""The Old Bridge""
+The syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern. | Solution: This poem uses onomatopoeia. It uses language that sounds like what it talks about.
+And the neigh of the hippopotamus. | Hint: From George Reginald Margetson, ""Stanzas from the Fledgling Bard and the Poetry Society"" and From Maria Lowell, ""Africa"""
+"Question: Which type of sentence is this?
+Colin always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor. | Choices: [compound, simple, complex, compound-complex] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+Colin always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor."
+"Question: What do these two changes have in common?
+getting a haircut
+cracking open a peanut | Choices: [Both are only physical changes., Both are caused by cooling., Both are chemical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Getting a haircut is a physical change. Your hair is shorter after a haircut. But it is still made of the same type of matter.
+Cracking open a peanut is a physical change. The peanut shell breaks and the peanut falls out. Both are still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Suppose Vincent decides to take a trip to Tennessee. Which result would be a cost? | Choices: [Vincent will give up the chance to go to New York. He would have enjoyed a trip to New York more than Tennessee., Vincent will save some money. Plane tickets for Vincent to get to Tennessee are less expensive than tickets to New York.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Vincent wants or needs:
+Vincent will give up the chance to go to New York. He would have enjoyed a trip to New York more than Tennessee. | Hint: Vincent is deciding whether to take a trip to New York or Tennessee. He wants to enjoy his trip. But he is also trying to save money."
+"Question: Which closing is correct for a letter? | Choices: [Your Student,
+Luke, Your student,
+Luke] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which figure of speech is used in this text?
+After spending weeks in New York City, Camille was a bit unnerved by the deafening silence of her small hometown. | Choices: [oxymoron, euphemism] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Deafening silence is a contradiction, because deafening describes something extremely loud, and silence is the absence of sound."
+"Question: Select the one substance that is not a rock. | Choices: [Brass is made in a factory. It is a solid., Dolostone is a solid. It is not a pure substance., Quartzite is formed in nature. It is not made by living things.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify rocks using properties | Lecture: Rocks are made of minerals. Here are some properties of rocks:
+They are solid.
+They are formed in nature.
+They are not made by living things.
+They are not pure substances. | Solution: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.
+Dolostone is a rock.
+Brass is made in a factory. But all rocks are formed in nature.
+So, brass is not a rock.
+Quartzite is a rock."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her ideas and development?
+In the second half of the story, the man finally recognizes the power of nature. He tries to build a fire because of the extremely cold temperature. He is able to start a fire, so he thinks he will survive. However, melting ice from the branches above extinguishes the fire. His half-frozen fingers are too stiff to move, so he clutches desperately to relight the fire. Despite having plenty of matches, he realizes that he won't be able to make it. | Choices: [by including more examples from the text, by removing the second main idea, by including more analysis] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her ideas and development by including more analysis.
+For example, the writer could provide analysis for the underlined examples by indicating how the man's sense of hope underscores his arrogant attitude towards nature, how small incidents like an extinguished fire and cold fingers can be all that separates life from death, and how the man is defeated by the brutality of the wilderness.
+In the second half of the story, the man finally recognizes the power of nature. He tries to build a fire because of the extremely cold temperature. He is able to start a fire, so he thinks he will survive. However, melting ice from the branches above extinguishes the fire. His half-frozen fingers are too stiff to move, so he clutches desperately to relight the fire. Despite having plenty of matches, he realizes that he won't be able to make it."
+"Question: Which organ is a tube that allows air to pass into and then out of the body? | Choices: [stomach, small intestine, skin, trachea] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Human organs and their functions | Lecture: nan | Solution: nan"
+"Question: Is the following trait inherited or acquired?
+Avery has a scar on her right knee. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait."
+"Question: Which logical fallacy is used in the text?
+How do I know that Meg is the most intelligent person in our geometry class? I know because she's so smart. | Choices: [ad hominem: a personal attack against one's opponent, circular reasoning: an argument that supports a claim with the claim itself] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Meg is intelligent because she's smart. However, the ""evidence"" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning."
+"Question: How long does it take to bake lasagna in the oven? | Choices: [37 hours, 37 minutes] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to bake lasagna in the oven is 37 minutes.
+37 hours is too slow. | Hint: Select the better estimate."
+"Question: Which tense does the sentence use?
+The loud thunder will wake the baby. | Choices: [future tense, present tense, past tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, wake. The verb tells you about something that is going to happen."
+"Question: Is a cupcake a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a cupcake is a good or a service, ask these questions:
+Is a cupcake something you can touch? Yes.
+Is a cupcake a job you might pay someone else to do? No.
+So, a cupcake is a good."
+"Question: Which press release is more formal? | Choices: [On Nov. 19, musicians from all over town will battle it out in the fourth annual Jam-a-thon, happening at the amphitheater., On November 19, the Lanberry Amphitheater will host area musicians vying for top honors in the fourth annual Jam-a-thon.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first press release is more formal. It uses more elevated language (area musicians, top honors). The other press release uses idioms (battle it out) and abbreviations (Nov.)."
+"Question: What do these two changes have in common?
+breaking a piece of glass
+tying a shoelace | Choices: [Both are only physical changes., Both are caused by cooling., Both are chemical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Breaking a piece of glass is a physical change. The glass gets broken into pieces. But each piece is still made of the same type of matter.
+Tying a shoelace is a physical change. The shoelace gets a different shape. But it is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which phrase has a more negative connotation? | Choices: [a confident person, a conceited person] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: A conceited person has a more negative connotation. Conceited and confident both denote having a positive opinion of yourself. However, conceited suggests being overly proud and stuck-up, while confident suggests having a healthy level of self-assurance."
+"Question: Which figure of speech is used in this text?
+Dan's room is as tidy as an overgrown garden. | Choices: [verbal irony, pun] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As tidy as an overgrown garden shows verbal irony because an overgrown garden is not tidy."
+"Question: Which is a complete sentence? | Choices: [The cardboard box gets wet it falls apart., Leslie spilled apple juice on the carpet.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Leslie spilled apple juice on the carpet is a complete sentence. The subject is Leslie, and the verb is spilled."
+"Question: Based on this information, what is this fruit fly's phenotype for the body color trait? | Choices: [a gray body, Bb] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. The fruit fly's observable version of the body color trait is a gray body. So, the fly's phenotype for the body color trait is a gray body. | Hint: In a group of fruit flies, some individuals have a gray body and others have a black body. In this group, the gene for the body color trait has two alleles. The allele B is for a gray body, and the allele b is for a black body.
+A certain fruit fly from this group has a gray body. This fly has one allele for a gray body and one allele for a black body."
+"Question: Select the one animal that has all of the amphibian traits listed above. | Choices: [Common ostriches have a beak and feathers. They also have two wings, but they cannot fly. Ostriches lay the biggest eggs of any bird. The shell of an ostrich egg is so hard that you can stand on the egg without breaking it!, Great crested newts have moist brown skin with black spots. Adult great crested newts mostly live on land, but young newts live underwater. Great crested newt eggs do not have shells. The female newts wrap their eggs in leaves for protection.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Amphibians have the following traits:
+They spend part of their lives in water and part on land.
+They have moist skin.
+They make eggs with no shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A common ostrich has the following traits:
+It has feathers.
+It has wings.
+It has a beak.
+It makes eggs with shells.
+A common ostrich does not have all of the traits of an amphibian. A common ostrich is a bird.
+A great crested newt has the following traits:
+It spends part of its life in water and part on land.
+It has moist skin.
+It makes eggs with no shells.
+A great crested newt has the traits of an amphibian. A great crested newt is an amphibian. | Hint: Amphibians are a group of animals with similar traits. The following traits can be used to identify amphibians:
+They spend part of their lives in water and part on land.
+They have moist skin.
+They make eggs with no shells. Observe the animals and read the descriptions."
+"Question: Which of the following statements is true? | Choices: [The president of the United States is in charge of carrying out the laws., The president of the United States makes all laws.] | Task: closed choice | Subject: social science | Grade: grade6 | Topic: civics | Skill: The Executive Branch | Lecture: nan | Solution: nan | Hint: The Executive Branch of government is described in Article II of the United States Constitution. Read Section 1 of Article II. Then answer the question.
+The executive power shall be vested in a president of the United States of America. He shall hold his office during the term of four years, and, together with the vice president, chosen for the same term, be elected.
+executive: related to the carrying out of laws
+vested in: given to"
+"Question: Which word would you find on a dictionary page with the following guide words?
+riddle - ruby | Choices: [royal, rack] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since royal is between the guide words riddle - ruby, it would be found on that page."
+"Question: Which type of sentence is this?
+If we can't find an inexpensive hotel for the Fourth of July weekend, we can always stay with my parents. | Choices: [compound, simple, compound-complex, complex] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction if.
+If we can't find an inexpensive hotel for the Fourth of July weekend, we can always stay with my parents."
+"Question: Complete the sentence.
+Baking a loaf of bread is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two ways matter can change.
+In a chemical change, the type of matter changes.
+Burning a piece of paper is a chemical change. The paper changes into ash and smoke.
+In a physical change, the type of matter stays the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+Ice melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. | Solution: Baking a loaf of bread is a chemical change. Bread is made from dough. Baking turns the dough into bread. The bread is a different type of matter than the dough."
+"Question: Which sentence states a fact? | Choices: [Harry Houdini, born Erich Weisz, used ""Houdini"" as his stage name to pay homage to famous French magician Robert Houdin., Harry Houdini was a mediocre magician, but many people considered him to be a skilled escape artist.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: Statements of fact make claims that are based on research, observation, or experimentation. Facts can be proved with evidence.
+Napoleon Bonaparte was shorter than King Louis XVI.
+This statement is a fact. The statement can be verified by researching and comparing the height of each man.
+Statements of opinion make claims that are based on personal judgments or perspectives. Opinions can be supported by evidence, but they cannot be definitively proved.
+Napoleon Bonaparte was a better leader than King Louis XVI.
+This statement is an opinion. People can have different ideas about what makes someone a ""better"" leader, so the statement cannot be proved. | Solution: The first sentence states a fact. It can be verified by looking up how Harry Houdini chose his stage name in a biography or Houdini's own writing.
+Harry Houdini, born Erich Weisz, used ""Houdini"" as his stage name to pay homage to famous French magician Robert Houdin.
+The second sentence states an opinion. Mediocre indicates a personal judgment.
+Harry Houdini was a mediocre magician, but many people considered him to be a skilled escape artist."
+"Question: What do these two changes have in common?
+melting wax
+dust settling out of the air | Choices: [Both are caused by heating., Both are only physical changes., Both are chemical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Melting wax is a change of state. So, it is a physical change. The wax changes from solid to liquid. But it is still made of the same type of matter.
+Dust settling out of the air is a physical change. As the dust settles, or falls, it might land on furniture or the ground. This separates dust particles from the air, but does not form a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Wax melting is caused by heating. But dust settling out of the air is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which word would you find on a dictionary page with the following guide words?
+banner - brain | Choices: [bulge, blew] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since blew is between the guide words banner - brain, it would be found on that page."
+"Question: Which text uses the word literally in its traditional sense? | Choices: [The curry that the chef prepared was so spicy that Perry literally had to drink three glasses of milk to ease the pain., The curry that the chef prepared was so spicy that Perry's mouth was literally on fire by the time he finished his meal.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses literally in its traditional sense: in a factual, non-exaggerated way.
+The curry that the chef prepared was so spicy that Perry literally had to drink three glasses of milk to ease the pain.
+The first text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). Perry's mouth may be in pain, but it is not actually on fire.
+The curry that the chef prepared was so spicy that Perry's mouth was literally on fire by the time he finished his meal.
+Most style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect."
+"Question: Which is a complex sentence? | Choices: [Mr. Durham's afternoon lecture was about art and culture in Germany before World War II., Before you explain your position, please listen carefully to Cody's idea.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction before.
+Before you explain your position, please listen carefully to Cody's idea."
+"Question: Last year, 50,000 people lived in the city of Wildgrove. But since then, 8,000 people have moved away. What probably happened to the overall supply of houses for sale in Wildgrove? | Choices: [The supply probably went up., The supply probably went down.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: The population of Wildgrove fell by 8,000 people. Many of the people who have left are probably trying to sell their houses. Since more people are trying to sell their houses, the number of suppliers of houses for sale in Wildgrove has gone up. So, the supply of houses for sale probably went up, too."
+"Question: Is the following trait inherited or acquired?
+Walter can fly an airplane. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to fly an airplane. Instead, some people learn how to fly airplanes. So, flying an airplane is an acquired trait. | Hint: Hint: Pilots have to learn how to fly an airplane."
+"Question: Does this passage describe the weather or the climate?
+In Miami, Florida, afternoon thunderstorms are common in the late summer months. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+In Miami, Florida, afternoon thunderstorms are common in the late summer months.
+This passage tells you about the usual precipitation in Miami. It does not describe what the weather is like on a particular day. So, this passage describes the climate. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: What is the mass of a school bus? | Choices: [13 pounds, 13 ounces, 13 tons] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a school bus is 13 tons.
+13 ounces and 13 pounds are both too light. | Hint: Select the best estimate."
+"Question: How long is a spider's leg? | Choices: [16 millimeters, 16 kilometers, 16 meters, 16 centimeters] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a spider's leg is 16 millimeters.
+16 centimeters, 16 meters, and 16 kilometers are all too long. | Hint: Select the best estimate."
+"Question: Which organ pumps blood through the body? | Choices: [stomach, lungs, heart] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Human organs and their functions | Lecture: nan | Solution: nan"
+"Question: Which word would you find on a dictionary page with the following guide words?
+scramble - shellac | Choices: [second, sad] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since second is between the guide words scramble - shellac, it would be found on that page."
+"Question: Using only these supplies, which question can Carter investigate with an experiment? | Choices: [Does white or whole wheat sandwich bread grow visible mold in fewer days?, Does white sandwich bread grow visible mold in fewer days if the bread is stored in a paper bag or in a plastic bag?, Does white sandwich bread grow visible mold in fewer days if the bread is stored inside or outside the refrigerator?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Carter starts to make a sandwich, but he sees mold on the bread! He wonders what factors affect how mold grows on bread. So, he decides to design an experiment. He has the following supplies available:
+two loaves of white sandwich bread
+a small plastic bag
+a large plastic bag
+a refrigerator"
+"Question: Would you find the word woke on a dictionary page with the following guide words?
+wear - while | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since woke is not between the guide words wear - while, it would not be found on that page."
+"Question: The movers lift the boxes at the same speed. Which box is lifted with a larger force? | Choices: [a box holding 35 pounds, a box holding 50 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the box that is heavier.
+A box holding 50 pounds is heavier than a box holding 35 pounds. So, the box holding 50 pounds needs a larger force to start moving upward at the same speed as the other box. | Hint: Two movers are putting heavy boxes into their truck. The boxes are the same shape and size. Each mover lifts one box up into the truck at a time."
+"Question: Is a bed a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a bed is a good or a service, ask these questions:
+Is a bed something you can touch? Yes.
+Is a bed a job you might pay someone else to do? No.
+So, a bed is a good."
+"Question: Which text uses the word peruse in its traditional sense? | Choices: [Elijah perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly., Elijah perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses peruse in its traditional sense: to examine in detail.
+Elijah perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift.
+The second text uses peruse in its nontraditional sense: to look through in a casual manner.
+Elijah perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly.
+Most style guides recommend to use the traditional sense of the word peruse because it is considered more standard."
+"Question: Which type of sentence is this?
+The vibrant trumpet-shaped blooms of the trumpet vine make it ideal for attracting hummingbirds. | Choices: [simple, compound, complex, compound-complex] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is simple. It is a single independent clause.
+The vibrant trumpet-shaped blooms of the trumpet vine make it ideal for attracting hummingbirds."
+"Question: Would you find the word ago on a dictionary page with the following guide words?
+accent - ashamed | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since ago is between the guide words accent - ashamed, it would be found on that page."
+"Question: Which word would you find on a dictionary page with the following guide words?
+lead - lodge | Choices: [liver, lava] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since liver is between the guide words lead - lodge, it would be found on that page."
+"Question: Which tense does the sentence use?
+The children will exchange gifts at the event. | Choices: [past tense, future tense, present tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, exchange. The verb tells you about something that is going to happen."
+"Question: Which is a simple sentence? | Choices: [Katie finished her book, but she got two more from the library., The jewels on your necklace sparkle in this light.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the simple sentence. It has one subject and predicate.
+The jewels on your necklace sparkle in this light."
+"Question: What is the source of the allusion in the sentence below?
+Mrs. Randolph decided not to argue with the name her daughter had chosen for their new kitten, figuring it was a matter of a rose by any other name. | Choices: [Shakespeare, a poem] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion a rose by any other name is Shakespeare.
+In Shakespeare's Romeo and Juliet, the two central characters are denied their love because they belong to warring families, the Montagues and Capulets. Juliet wonders how a mere family name can make someone an enemy, observing that a rose would smell sweet no matter what its name.
+The allusion a rose by any other name means something so special that what it's called seems unimportant."
+"Question: Complete the sentence so that it uses personification.
+The car engine () as Mr. Cooper tried to start it in the freezing cold. | Choices: [coughed, failed] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word coughed. It describes the engine as if it were a person who is sick."
+"Question: Which object has the least thermal energy? | Choices: [a 9-kilogram gold bar at a temperature of 91°C, a 9-kilogram gold bar at a temperature of 77°C, a 9-kilogram gold bar at a temperature of 89°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: All three gold bars have the same mass but different temperatures. Since the 77°C gold bar is the coldest, it has the least thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which closing is correct for a letter? | Choices: [your friend,
+Danielle, Your friend,
+Danielle] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Select the solid. | Choices: [water in a glass, sand, rain puddle, air inside a bubble] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Identify solids, liquids, and gases | Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
+Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
+When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
+Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
+When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
+Many gases are invisible. Air is a gas. | Solution: Sand is a solid. A solid has a size and shape of its own. Sand is made of many small pieces of rocks and minerals, called grains. Imagine putting many grains of sand into a bucket. The sand takes the shape of the bucket, as a liquid would. But be careful! Sand is not a liquid. Each grain of sand still has a size and shape of its own. So, sand is a solid.
+The air inside a bubble is a gas. A gas expands to fill a space. The air inside a bubble fills all the space in the bubble. If the bubble pops, the air will expand to fill a much larger space.
+A rain puddle is a liquid. A liquid takes the shape of any container it is in. If you collect rainwater in a bucket, the rainwater will take the shape of the bucket. But the rainwater will still take up the same amount of space.
+The water in a glass is a liquid. A liquid takes the shape of any container it is in. If you pour water from a glass into a different container, the water will take the shape of that container. But the water will still take up the same amount of space."
+"Question: Is the following trait inherited or acquired?
+Deb is good at knitting hats. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to knit. Instead, many people learn how to knit. Knitting well takes practice. So, knitting well is an acquired trait. | Hint: Hint: People who can knit had to learn how to do it."
+"Question: Which is smoother? | Choices: [bark, soap bar] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Smooth is a property. A smooth material is not rough or bumpy.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the soap bar is smoother. If you touch a bar of soap, it will not feel rough or bumpy."
+"Question: What do these two changes have in common?
+burning a candle
+mixing glue and laundry powder to create putty | Choices: [Both are caused by heating., Both are only physical changes., Both are chemical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Burning a candle is a chemical change. Both the wick and the melted wax burn. They react with oxygen in the air and turn into soot, carbon dioxide, and water.
+Mixing glue and laundry powder to create putty is a chemical change. The putty is a different type of matter that was not there before the change.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Burning is caused by heating. But mixing glue and laundry powder to create putty is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which is harder? | Choices: [glass marbles, paper] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Hard is a property. A hard material keeps its shape when you press on it with your finger.
+Look at each picture, one at a time. Imagine pushing on the material shown in each picture.
+Of the choices, the glass marbles are harder. If you squeeze glass marbles, they will not change shape."
+"Question: Which phrase has a more negative connotation? | Choices: [waste money, spend money] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: Waste money has a more negative connotation. If you waste money, you spend it on something useless."
+"Question: What is the source of the allusion in the sentence below?
+Ed says that he would not be the person he is today were it not for his childhood, which he describes as Dickensian. | Choices: [a poem, literature] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Dickensian is literature.
+The works of British author Charles Dickens often featured characters struggling to survive in settings such as debtors' prisons and orphanages.
+The allusion Dickensian means harsh or poverty-stricken."
+"Question: Which closing is correct for a letter? | Choices: [Love,
+Luna, love,
+Luna] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Assume all other forces on Ben are balanced. Which statement describes the forces on Ben? | Choices: [The forces are balanced, so there is no net force on Ben., The forces are unbalanced, so there is a net force on Ben.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Balanced and unbalanced forces | Lecture: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
+When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
+When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | Solution: To determine if there is a net force on Ben, look at the forces:
+Earth's gravity is pulling Ben down with a force of 400 N.
+The diving board is pushing Ben up with a force of 400 N.
+The forces are in opposite directions, and the forces have the same magnitude: 400 N. This means that the forces are balanced, so there is no net force on Ben. | Hint: Ben is standing on a diving board at the pool. Earth's gravity is pulling down on Ben with a force of 400N. The diving board is pushing up on Ben with a force of 400N."
+"Question: Is the following trait inherited or acquired?
+Jamie is good at cooking. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to cook. Instead, many people learn how to cook. So, cooking is an acquired trait. | Hint: Hint: Cooking well takes practice."
+"Question: Compare the motion of two mountain bikers. Which mountain biker was moving at a lower speed? | Choices: [a mountain biker who moved 145miles in 10hours, a mountain biker who moved 200miles in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each mountain biker moved and the time it took to move that distance.
+One mountain biker moved 145 miles in 10 hours.
+The other mountain biker moved 200 miles in 10 hours.
+Notice that each mountain biker spent the same amount of time moving. The mountain biker who moved 145 miles moved a shorter distance in that time. So, that mountain biker must have moved at a lower speed."
+"Question: Which word would you find on a dictionary page with the following guide words?
+person - plug | Choices: [pity, preserve] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since pity is between the guide words person - plug, it would be found on that page."
+"Question: Based on this information, what is Bambi's phenotype for the wool color trait? | Choices: [white wool, black wool] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Bambi's genotype for the wool color gene is LL. Bambi's genotype of LL has only L allelles. The L allele is for white wool. So, Bambi's phenotype for the wool color trait must be white wool.
+To check this answer, consider whether Bambi's alleles are dominant or recessive. The allele for black wool (l) is recessive to the allele for white wool (L). This means L is a dominant allele, and l is a recessive allele.
+Bambi's genotype of LL has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Bambi's phenotype for the wool color trait must be white wool. | Hint: In a group of sheep, some individuals have white wool and others have black wool. In this group, the gene for the wool color trait has two alleles. The allele for black wool (l) is recessive to the allele for white wool (L).
+Bambi is a sheep from this group. Bambi has the homozygous genotype LL for the wool color gene."
+"Question: What do these two changes have in common?
+tearing a piece of paper
+butter melting on a hot day | Choices: [Both are caused by heating., Both are caused by cooling., Both are only physical changes., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Tearing a piece of paper is a physical change. The paper tears into pieces. But each piece is still made of paper.
+Butter melting on a hot day is a change of state. So, it is a physical change. The butter changes from solid to liquid, but it is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Butter melting on a hot day is caused by heating. But tearing a piece of paper is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: How long is a garden snail? | Choices: [47 millimeters, 47 kilometers, 47 centimeters, 47 meters] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a garden snail is 47 millimeters.
+47 centimeters, 47 meters, and 47 kilometers are all too long. | Hint: Select the best estimate."
+"Question: Would you find the word legend on a dictionary page with the following guide words?
+large - like | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since legend is between the guide words large - like, it would be found on that page."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her ideas and development?
+In Amy Tan's The Joy Luck Club, four Chinese American daughters and their more traditional Chinese mothers try to reconcile their cultural differences. When the daughters are young girls, they are embarrassed by their mothers and think they are strange. The mothers feel misunderstood by their daughters. As the girls grow into women, their attitudes change. Over time, the mothers and daughters develop a new appreciation for one another. | Choices: [by clearly stating the main idea, by removing a second main idea, by including specific examples from the text] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her ideas and development by including specific examples from the text.
+For example, the writer could provide specific examples and quotations from the book to illustrate the points being made in the underlined text.
+In Amy Tan's The Joy Luck Club, four Chinese American daughters and their more traditional Chinese mothers try to reconcile their cultural differences. When the daughters are young girls, they are embarrassed by their mothers and think they are strange. The mothers feel misunderstood by their daughters. As the girls grow into women, their attitudes change. Over time, the mothers and daughters develop a new appreciation for one another."
+"Question: What kind of sentence is this?
+Follow me in a single-file line. | Choices: [exclamatory, imperative] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells someone to do something, so it is an imperative sentence. Here, it ends with a period."
+"Question: Which word does not rhyme? | Choices: [goal, coal, wish] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the ip sound.
+The words lake and make rhyme. They both end with the ake sound.
+The words tip and lake don't rhyme. They end with different sounds. | Solution: The words coal and goal rhyme. They both end with the oal sound.
+The word wish does not rhyme. It ends with a different sound."
+"Question: Does this passage describe the weather or the climate?
+It is 65°F in Finn's backyard. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+It is 65°F in Finn's backyard.
+This passage tells you about the temperature in Finn's backyard right now. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Select the living thing. | Choices: [paramecia, swing set, clay, moai] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
+All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
+All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: Clay is not a living thing.
+Clay does not have all of the traits of a living thing. It can be formed into different shapes, but it does not grow or respond to the world around it. It does not need food or water.
+A swing set is not a living thing.
+Swing sets do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
+Paramecia are living things.
+Paramecia grow and respond to their environment. They need food and water.
+Paramecia are made up of just one cell. On average, paramecia are 200 micrometers long. That's just twice the width of a human hair!
+A moai is not a living thing.
+A moai is a statue that is shaped like a face. But it does not have all the traits of a living thing. It does not grow or respond to the world around it. It does not need food or water."
+"Question: What does the personification in this text suggest?
+It was the early afternoon of a sunshiny day with little winds playing hide-and-seek in it.
+—Katherine Mansfield, ""How Pearl Button Was Kidnapped"" | Choices: [There was very little wind., There were occasional gusts of wind.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind. | Solution: The text uses personification, giving human characteristics to nonhuman things.
+Little winds playing hide-and-seek suggests that there were occasional gusts of wind. It brings to mind children alternately disappearing and reappearing."
+"Question: What does the metaphor in this text suggest?
+Eve felt a roller coaster of emotions when she heard the news. | Choices: [Eve found the news scary., Eve had varied feelings.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town. | Solution: The text uses a metaphor, comparing two things that are not actually alike without using like or as.
+The metaphor Eve felt a roller coaster of emotions suggests that Eve had varied feelings. A roller coaster has a dramatic mix of ups and downs, and so do Eve's feelings."
+"Question: Which correctly shows the title of a movie? | Choices: [The Odd Life of Timothy Green, The Odd life of timothy Green] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word of is not important, so it should not be capitalized.
+The correct title is The Odd Life of Timothy Green."
+"Question: What do these two changes have in common?
+mixing lettuce and salad dressing
+ice crystals forming on a window | Choices: [Both are only physical changes., Both are caused by cooling., Both are caused by heating., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Mixing lettuce and salad dressing is a physical change. Together, the salad and dressing make a mixture. But making this mixture does not form a different type of matter.
+Ice crystals forming on a window is a change of state. So, it is a physical change. Water vapor in the air can change directly into ice when it touches a very cold window! A change of state from a gas to a solid is called depositing.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Ice crystals form on a window when water vapor in the air becomes ice. This is caused by cooling. But mixing lettuce and salad dressing is not."
+"Question: What is the volume of a large soup pot? | Choices: [8 milliliters, 8 liters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a large soup pot is 8 liters.
+8 milliliters is too little. | Hint: Select the better estimate."
+"Question: Which text uses the word factoid in its traditional sense? | Choices: [Jonathan seemed to know a lot about African wildlife, but it turned out that his knowledge was mostly based on factoids gleaned from unreliable websites., Jonathan subscribed to an online newsletter about African wildlife; he enjoyed receiving daily factoids about the wild animals' natural habitats and behavior.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses factoid in its traditional sense: something made up presented as a true fact.
+Jonathan seemed to know a lot about African wildlife, but it turned out that his knowledge was mostly based on factoids gleaned from unreliable websites.
+The first text uses factoid in its nontraditional sense: a trivial but true fact.
+Jonathan subscribed to an online newsletter about African wildlife; he enjoyed receiving daily factoids about the wild animals' natural habitats and behavior.
+Most style guides recommend to use the traditional sense of the word factoid because it is considered more standard."
+"Question: Which figure of speech is used in this text?
+Sofia, I've told you a million times: you need to dry the dishes before you put them away. | Choices: [hyperbole, paradox] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+A million times is an exaggeration, since it is unlikely that Sofia has actually been told this a million times."
+"Question: Is the following trait inherited or acquired?
+Darell can ride a motorcycle. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to ride a motorcycle. Instead, many people learn how to ride. So, riding a motorcycle is an acquired trait."
+"Question: What do these two changes have in common?
+mixing sand and gravel
+adding dish soap to water in a sink | Choices: [Both are only physical changes., Both are caused by heating., Both are caused by cooling., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Mixing sand and gravel is a physical change. Together, the sand and gravel make a mixture. But making this mixture does not form a different type of matter.
+Adding dish soap to water in a sink is a physical change. Bubbles may appear if air gets trapped in the soapy water, but a different type of matter does not form.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which figure of speech is used in this text?
+Ellie gazed at the ancient pug that seemed to sleep all day and noted, ""You're an energetic puppy!"" | Choices: [idiom, verbal irony] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+An energetic puppy shows verbal irony because an old, exhausted dog is far from an energetic puppy."
+"Question: Is the following trait inherited or acquired?
+Zoe is good at knitting hats. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to knit. Instead, many people learn how to knit. Knitting well takes practice. So, knitting well is an acquired trait. | Hint: Hint: People who can knit had to learn how to do it."
+"Question: Which is a compound sentence? | Choices: [Avalanches can reach speeds of eighty miles per hour within five seconds., I slept deeply all night long, but this morning I still feel tired.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction but.
+I slept deeply all night long, but this morning I still feel tired."
+"Question: Which figure of speech is used in this text?
+The comedy show was a huge success. The audience was dying of laughter the entire time. | Choices: [hyperbole, euphemism] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+Dying of laughter is an exaggeration, since it is clear that the audience did not actually die."
+"Question: Would you find the word turn on a dictionary page with the following guide words?
+tangerine - thy | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since turn is not between the guide words tangerine - thy, it would not be found on that page."
+"Question: Complete the sentence.
+A piece of pizza rotting in a trashcan is a (). | Choices: [physical change, chemical change] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two ways matter can change.
+In a chemical change, the type of matter changes.
+Burning a piece of paper is a chemical change. The paper changes into ash and smoke.
+In a physical change, the type of matter stays the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+Ice melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. | Solution: A piece of pizza rotting is a chemical change. The matter in the pizza breaks down and slowly turns into a different type of matter."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Even after Danny warned Alice to be careful, she dropped his handmade ceramic bowl on her foot and broke it., Even after Danny warned Alice to be careful, she broke his handmade ceramic bowl when she dropped it on her foot.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun it could refer to his handmade ceramic bowl or her foot.
+Even after Danny warned Alice to be careful, she dropped his handmade ceramic bowl on her foot and broke it.
+The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Even after Danny warned Alice to be careful, she broke his handmade ceramic bowl when she dropped it on her foot."
+"Question: What is the volume of a kiddie pool? | Choices: [1,070 liters, 1,070 milliliters] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a kiddie pool is 1,070 liters.
+1,070 milliliters is too little. | Hint: Select the better estimate."
+"Question: Which text uses the word peruse in its traditional sense? | Choices: [Aaron perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly., Aaron perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses peruse in its traditional sense: to examine in detail.
+Aaron perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift.
+The second text uses peruse in its nontraditional sense: to look through in a casual manner.
+Aaron perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly.
+Most style guides recommend to use the traditional sense of the word peruse because it is considered more standard."
+"Question: Which tense does the sentence use?
+The plane will land in Tokyo. | Choices: [future tense, present tense, past tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, land. The verb tells you about something that is going to happen."
+"Question: What information supports the conclusion that Zeke inherited this trait? | Choices: [Zeke wears glasses and so do his sisters., Zeke's friend also has hazel eyes., Zeke's biological father wears contacts in his hazel eyes.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Zeke has hazel eyes."
+"Question: Complete the sentence.
+In this chemical reaction, oxygen is a (). | Choices: [reactant, product] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Identify reactants and products | Lecture: A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.
+In a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.
+The original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.
+The substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.
+So, in a chemical reaction, reactants go through a chemical change to form products. | Solution: Read the underlined text carefully. Look for information about what happens to oxygen in this chemical reaction.
+The Space Shuttle program sent astronauts on 135 missions using a fleet of five shuttles between 1981 and 2011. The engines of each shuttle, like other modern rocket engines, used liquid hydrogen as fuel. When liquid hydrogen combines with liquid oxygen, an enormous amount of energy is released, along with water vapor. The shuttles used this energy to launch into space.
+The underlined text tells you that when hydrogen and oxygen combine, water is formed. When hydrogen and oxygen react, or go through a chemical change, their atoms are rearranged to form water. Because oxygen reacts in this chemical reaction, oxygen is a reactant. | Hint: This passage describes a chemical reaction. Read the passage. Then, follow the instructions below.
+The Space Shuttle program sent astronauts on 135 missions using a fleet of five shuttles between 1981 and 2011. The engines of each shuttle, like other modern rocket engines, used liquid hydrogen as fuel. When liquid hydrogen combines with liquid oxygen, an enormous amount of energy is released, along with water vapor. The shuttles used this energy to launch into space."
+"Question: Which word would you find on a dictionary page with the following guide words?
+daily - dirt | Choices: [decorate, domino] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since decorate is between the guide words daily - dirt, it would be found on that page."
+"Question: Which figure of speech is used in this text?
+Shelley's Boutique claims to have ""something for everyone,"" but it is generally understood that their target market is women of a certain age. | Choices: [paradox, euphemism] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Of a certain age is an indirect and generally more polite way of referring to older people."
+"Question: Would you find the word ring on a dictionary page with the following guide words?
+ran - return | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since ring is not between the guide words ran - return, it would not be found on that page."
+"Question: Which type of sentence is this?
+Julia is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. | Choices: [compound, simple, complex, compound-complex] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.
+Julia is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [After scouring the classified ads for days, Rick finally found a used car that fit his budget. The sedan had Bluetooth, but it needed to be fixed., After scouring the classified ads for days, Rick finally found a used car that fit his budget. The sedan needed to be fixed, but it had Bluetooth.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun it could refer to the sedan or Bluetooth.
+After scouring the classified ads for days, Rick finally found a used car that fit his budget. The sedan had Bluetooth, but it needed to be fixed.
+The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+After scouring the classified ads for days, Rick finally found a used car that fit his budget. The sedan needed to be fixed, but it had Bluetooth."
+"Question: Which tense does the sentence use?
+The basketball game will begin in a minute. | Choices: [future tense, present tense, past tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, begin. The verb tells you about something that is going to happen."
+"Question: Which object has more thermal energy? | Choices: [a 125-gram glass of grape juice at a temperature of 75°F, a 125-gram glass of grape juice at a temperature of 50°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two glasses of grape juice have the same mass but different temperatures. Since the 75°F glass of grape juice is hotter than the 50°F glass of grape juice, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: What is the source of the allusion in the sentence below?
+Nate was enjoying the lush life his newfound riches had brought him, but he couldn't help but think of his latest cholesterol reading as a Sword of Damocles. | Choices: [ancient legend, Shakespeare] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Sword of Damocles is ancient legend.
+According to legend, when Damocles wished his life were as full of luxuries as that of the tyrant Dionysis, Dionysis invited Damocles to a sumptuous banquet. Above Damocles' seat at the feast, Dionysis had placed a sword, suspended only by a thin hair, demonstrating the fragile nature of fortune.
+The allusion Sword of Damocles means a reminder that one is vulnerable."
+"Question: Suppose Mia decides to borrow the book from the library. Which result would be a cost? | Choices: [Mia will save some money by not buying the book., Mia will give up the chance to keep the book as long as she wants.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Mia wants or needs:
+Mia will give up the chance to keep the book as long as she wants. | Hint: Mia is deciding whether to buy a copy of a book or borrow it from the library. She would like to be able to keep the book as long as she wants, but buying the book would cost money. She could borrow the book for free, but she would have to return it in a few weeks."
+"Question: How long is an ice skate? | Choices: [28 meters, 28 millimeters, 28 centimeters, 28 kilometers] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of an ice skate is 28 centimeters.
+28 millimeters is too short. 28 meters and 28 kilometers are too long. | Hint: Select the best estimate."
+"Question: Which text uses the word peruse in its traditional sense? | Choices: [Emmet perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly., Emmet perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses peruse in its traditional sense: to examine in detail.
+Emmet perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift.
+The second text uses peruse in its nontraditional sense: to look through in a casual manner.
+Emmet perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly.
+Most style guides recommend to use the traditional sense of the word peruse because it is considered more standard."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Grandma Bella,, Dear grandma Bella,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Grandma Bella is capitalized because it is a proper noun."
+"Question: What is the source of the allusion in the sentence below?
+Julie warned her youngest son not to cry wolf while wrestling with his older brother. | Choices: [U.S. history, a fable] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion cry wolf is a fable.
+In the fable ""The Boy Who Cried Wolf,"" a shepherd boy repeatedly tricks people in his village by falsely claiming that a wolf is coming to eat his flock. When a wolf actually comes and the boy cries for help, nobody believes him or comes to his aid.
+The allusion cry wolf means to raise a false alarm."
+"Question: Suppose Vicky decides to see the hippopotamuses. Which result would be a cost? | Choices: [Vicky will spend more time walking to the hippopotamuses. They are on the other side of the zoo, but the storks are close by., Vicky will enjoy seeing the hippopotamuses more than she would have enjoyed seeing the storks.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Vicky wants or needs:
+Vicky will spend more time walking to the hippopotamuses. They are on the other side of the zoo, but the storks are close by. | Hint: Vicky is deciding whether to see the hippopotamuses or the storks at the zoo. She wants to see lots of animals, but the zoo is closing soon."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Aunt Annie,, Dear aunt annie,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Aunt Annie is capitalized because it is a proper noun."
+"Question: How long is a road from one end of a city to the other? | Choices: [10 meters, 10 kilometers] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?
+The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.
+There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.
+There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. | Solution: The better estimate for the length of a road from one end of a city to the other is 10 kilometers.
+10 meters is too short. | Hint: Select the better estimate."
+"Question: Which tense does the sentence use?
+The cousins will complete the puzzle before long. | Choices: [past tense, future tense, present tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, complete. The verb tells you about something that is going to happen."
+"Question: What does the verbal irony in this text suggest?
+According to Mr. Carter's kids, his snoring is as quiet as a jackhammer. | Choices: [The snoring occurs in bursts., The snoring is loud.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As quiet as a jackhammer suggests that the snoring is loud. A jackhammer is not quiet, and neither is Mr. Carter's snoring."
+"Question: Is the following trait inherited or acquired?
+Troy plays baseball. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play baseball. Instead, some people learn how to play baseball. Playing the sport takes practice. So, playing baseball is an acquired trait."
+"Question: Which word would you find on a dictionary page with the following guide words?
+caribou - crunch | Choices: [cuff, clock] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since clock is between the guide words caribou - crunch, it would be found on that page."
+"Question: According to the passage, which statement is true? | Choices: [The Senate is a part of Congress., Congress does not have legislative power.] | Task: closed choice | Subject: social science | Grade: grade8 | Topic: civics | Skill: The Legislative Branch | Lecture: nan | Solution: nan | Hint: The Legislative Branch is described in Article I of the United States Constitution. Read Section 1 of Article I. Then answer the question.
+All legislative powers herein granted shall be vested in a Congress of the United States, which shall consist of a Senate and House of Representatives.
+legislative: law-making
+vested in: given to
+consist: be made up of"
+"Question: What do these two changes have in common?
+a copper statue turning green
+rust forming on a bicycle frame | Choices: [Both are caused by heating., Both are only physical changes., Both are chemical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A copper statue turning green is a chemical change. The copper reacts with oxygen in the air. This reaction forms a different type of matter called copper oxide. The copper oxide is green.
+Rust forming on a bicycle frame is a chemical change. Oxygen in the air reacts with iron in the bicycle frame. The outside of the frame turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Read the following text from a student essay. How can the writer best improve his or her grammar and mechanics?
+Everyone agree that recess is important for children in elementary school, but what about middle school students? I believe that students in middle school needs time to relax and have fun during the school day. A period of free time in the afternoons give students the opportunity to go outside and enjoy some fresh air. Studies shows that exercise benefits students' attention spans. Exercise can also reduce stress, which many middle school students face on a daily basis. Therefore, middle school students in our country deserves recess, too. | Choices: [by fixing subject-verb agreement errors, by adding missing commas] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: When you review a fellow student's writing, try to make your feedback clear and specific. You can use questions such as the following to guide your feedback:
+Ideas and development: Does the writer express a clear main idea and develop it with evidence, examples, and analysis?
+Organization: Does the writer order ideas in a clear, logical way so that the ideas build on one another and are easy to follow?
+Sentence fluency: Do the writer's sentences vary in structure and length, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely, avoiding excessive repetition or inappropriate language to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer use accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her grammar and mechanics by fixing subject-verb agreement errors.
+For example, the writer could change the first underlined verb to agree with the indefinite pronoun everyone and the others to agree with their simple subjects.
+Everyone agree that recess is important for children in elementary school, but what about middle school students? I believe that students in middle school needs time to relax and have fun during the school day. A period of free time in the afternoons give students the opportunity to go outside and enjoy some fresh air. Studies shows that exercise benefits students' attention spans. Exercise can also reduce stress, which many middle school students face on a daily basis. Therefore, middle school students in our country deserves recess, too."
+"Question: What is the volume of a bathtub? | Choices: [310 milliliters, 310 liters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a bathtub is 310 liters.
+310 milliliters is too little. | Hint: Select the better estimate."
+"Question: Which word would you find on a dictionary page with the following guide words?
+angle - assign | Choices: [architect, afford] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since architect is between the guide words angle - assign, it would be found on that page."
+"Question: Which figure of speech is used in this text?
+You're easy on the eyes,
+Hard on the heart
+—Terri Clark, ""You're Easy on the Eyes"" | Choices: [anaphora, antithesis] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses antithesis, the contrasting of opposing ideas within a parallel grammatical structure.
+Clark contrasts two descriptions of a person, easy on the eyes and hard on the heart."
+"Question: Suppose Bella decides to take a trip to Michigan. Which result would be a cost? | Choices: [Bella will give up the chance to go to North Dakota. She would have enjoyed a trip to North Dakota more than Michigan., Bella will save some money. Plane tickets for Bella to get to Michigan are less expensive than tickets to North Dakota.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Bella wants or needs:
+Bella will give up the chance to go to North Dakota. She would have enjoyed a trip to North Dakota more than Michigan. | Hint: Bella is deciding whether to take a trip to North Dakota or Michigan. She wants to enjoy her trip. But she is also trying to save money."
+"Question: How long is a car? | Choices: [5 inches, 5 yards] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?
+The number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.
+There are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.
+There are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. | Solution: The better estimate for the length of a car is 5 yards.
+5 inches is too short. | Hint: Select the better estimate."
+"Question: What do these two changes have in common?
+tearing a piece of paper
+shaking up salad dressing | Choices: [Both are caused by cooling., Both are only physical changes., Both are chemical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Tearing a piece of paper is a physical change. The paper tears into pieces. But each piece is still made of paper.
+Shaking up salad dressing is a physical change. The different parts mix together, but they are still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What is the mass of the Statue of Liberty? | Choices: [225 tons, 225 pounds, 225 ounces] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of the Statue of Liberty is 225 tons.
+225 ounces and 225 pounds are both too light. | Hint: Select the best estimate."
+"Question: Select the mammal. | Choices: [penguin, keel-billed toucan, American bullfrog, koala] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Mammals have hair or fur and feed their young milk. | Solution: A koala is a mammal. It has fur and feeds its young milk.
+Koalas sleep for up to 20 hours a day!
+A penguin is a bird. It has feathers, two wings, and a beak.
+Penguins live near water. Penguins cannot fly! They use their wings to swim.
+A keel-billed toucan is a bird. It has feathers, two wings, and a beak.
+Toucans have large beaks. A toucan's beak can be half as long as its body.
+An American bullfrog is an amphibian. It has moist skin and begins its life in water.
+Frogs live near water or in damp places. Most frogs lay their eggs in water."
+"Question: How long is a long-distance running race? | Choices: [11 millimeters, 11 meters, 11 kilometers, 11 centimeters] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a long-distance running race is 11 kilometers.
+11 millimeters, 11 centimeters, and 11 meters are all too short. | Hint: Select the best estimate."
+"Question: What information supports the conclusion that Jamie acquired this trait? | Choices: [Jamie can cook food over a fire., Jamie learned how to build a fire at summer camp.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Jamie knows how to build a fire."
+"Question: What do these two changes have in common?
+slicing cheese
+carving a piece of wood | Choices: [Both are caused by heating., Both are chemical changes., Both are caused by cooling., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Slicing cheese is a physical change. The cheese changes shape. But it is still made of the same type of matter.
+Carving a piece of wood is a physical change. The wood changes shape, but it is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which figure of speech is used in this text?
+I must have eaten too much of Jacob's homemade chili, because now I'm so full I could explode! | Choices: [paradox, hyperbole] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+So full I could explode is an exaggeration, since it is clear that the speaker is not actually in danger of exploding."
+"Question: What is the source of the allusion in the sentence below?
+Scott got off the mountain by the skin of his teeth. | Choices: [the Bible, a movie] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion by the skin of his teeth is the Bible.
+In the Bible, Job complains to God about his hardships, saying that both strangers and those he loves have turned against him. He says, ""My bone cleaveth to my skin and to my flesh, and I am escaped with the skin of my teeth."" Scholars have long debated the exact meaning of the phrase, but many claim that Job is saying that he narrowly escaped death.
+The allusion by the skin of his teeth means just barely."
+"Question: Which word would you find on a dictionary page with the following guide words?
+pleasant - push | Choices: [protect, parrot] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since protect is between the guide words pleasant - push, it would be found on that page."
+"Question: Select the one substance that is not a rock. | Choices: [Brass is made by humans. It is not a pure substance., Shale is a solid. It is not a pure substance., Granodiorite is not a pure substance. It is a solid.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify rocks using properties | Lecture: Rocks are made of minerals. Here are some properties of rocks:
+They are solid.
+They are formed in nature.
+They are not made by living things.
+They are not pure substances. | Solution: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.
+Brass is made by humans. But rocks are not made by living things.
+So, brass is not a rock.
+Granodiorite is a rock.
+Shale is a rock."
+"Question: What information supports the conclusion that Marie inherited this trait? | Choices: [Marie and her mother both wear their hair in braids., Marie's parents have red hair. They passed down this trait to Marie.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Marie has red hair."
+"Question: Would you find the word and on a dictionary page with the following guide words?
+afraid - area | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since and is between the guide words afraid - area, it would be found on that page."
+"Question: Which figure of speech is used in this text?
+When the coach asked whether we wanted to try out the new trampoline, we jumped at the chance. | Choices: [pun, simile] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses a pun, a word or phrase that humorously suggests more than one meaning.
+Jumped means showed eagerness. It also refers to what people do on a trampoline."
+"Question: Select the living thing. | Choices: [iceberg, pushpin, strawberry bush, soap bubble] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
+All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
+All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: An iceberg is not a living thing.
+An iceberg does not have all the traits of a living thing. It may grow or melt in response to the world around it, but it does not need food.
+A pushpin is not a living thing.
+Pushpins do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
+A strawberry bush is a living thing.
+Strawberry bushes grow and respond to their environment. They need food and water. Strawberry bushes are made up of many cells.
+Strawberry bushes are plants. They make their own food using water, carbon dioxide, and energy from sunlight.
+A soap bubble is not a living thing.
+A soap bubble may grow or pop in response to the world around it. But it does not have all the traits of a living thing. It does not need food."
+"Question: Which figure of speech is used in this text?
+Rosanne's Boutique claims to have ""something for everyone,"" but it is generally understood that their target market is women of a certain age. | Choices: [euphemism, oxymoron] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Of a certain age is an indirect and generally more polite way of referring to older people."
+"Question: Complete the sentence.
+An igneous rock becoming a metamorphic rock is a (). | Choices: [physical change, chemical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: An igneous rock becoming a metamorphic rock is a chemical change. Over millions of years, heat and pressure can break the chemical bonds in the molecules of the igneous rock.
+When this happens, a new rock with different molecules is formed. The metamorphic rock is made up of a different type of matter than the igneous rock."
+"Question: What is the source of the allusion in the sentence below?
+My sister takes the lion's share of the space in our closet. | Choices: [a fable, a song] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion the lion's share is a fable.
+In one of Aesop's fables, four animals go on a hunt assuming that they will split their prize equally, but the lion, the most powerful animal, takes more than the other members of the group.
+The allusion the lion's share means the largest portion."
+"Question: Complete the sentence.
+Bubbles forming when baking soda and vinegar are mixed is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+A change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. | Solution: Bubbles forming when baking soda and vinegar are mixed is a chemical change. The baking soda and vinegar change into different types of matter. Some of this matter bubbles up as a gas."
+"Question: What is the volume of a water bottle? | Choices: [3 cups, 3 fluid ounces, 3 gallons] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a water bottle is 3 cups.
+3 fluid ounces is too little and 3 gallons is too much. | Hint: Select the best estimate."
+"Question: Which type of sentence is this?
+Becky is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. | Choices: [compound, complex, simple, compound-complex] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.
+Becky is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years."
+"Question: Based on this information, what is this fly's phenotype for the body color trait? | Choices: [a gray body, a black body] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: The fruit fly's genotype for the body color gene is bb. The fruit fly's genotype of bb has only b alleles. The b allele is for a black body. So, the fruit fly's phenotype for the body color trait must be a black body.
+To check this answer, consider whether the fruit fly's alleles are dominant or recessive. The allele for a gray body (B) is dominant over the allele for a black body (b). This means B is a dominant allele, and b is a recessive allele.
+The fruit fly's genotype of bb has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the fruit fly's phenotype for the body color trait must be a black body. | Hint: In a group of fruit flies, some individuals have a gray body and others have a black body. In this group, the gene for the body color trait has two alleles. The allele for a gray body (B) is dominant over the allele for a black body (b).
+A certain fruit fly from this group has the homozygous genotype bb for the body color gene."
+"Question: Which tense does the sentence use?
+Jenna orders a roast beef sandwich. | Choices: [present tense, past tense, future tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, orders. The verb ends in -s and tells you about something that is true or happening now."
+"Question: Based on this information, what is this plant's phenotype for the stem height trait? | Choices: [a tall stem, a short stem] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine the pea plant's phenotype for the stem height trait. First, consider the alleles in the plant's genotype for the stem height gene. Then, decide whether these alleles are dominant or recessive.
+The allele for a short stem (h) is recessive to the allele for a tall stem (H). This means H is a dominant allele, and h is a recessive allele.
+The pea plant's genotype of Hh has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the pea plant's phenotype for the stem height trait must be a tall stem. | Hint: In a group of pea plants, some individuals have a tall stem and others have a short stem. In this group, the gene for the stem height trait has two alleles. The allele for a short stem (h) is recessive to the allele for a tall stem (H).
+A certain pea plant from this group has the heterozygous genotype Hh for the stem height gene."
+"Question: Which phrase has a more negative connotation? | Choices: [steal something, take something] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: Steal something has a more negative connotation. If you steal something, you take it without asking."
+"Question: What is the volume of a kiddie pool? | Choices: [1,015 liters, 1,015 milliliters] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a kiddie pool is 1,015 liters.
+1,015 milliliters is too little. | Hint: Select the better estimate."
+"Question: Which figure of speech is used in this text?
+Kamal returned to the parking lot to find his car somewhat destroyed. Apparently someone had crashed into it while he was working and had broken the entire front windshield. | Choices: [oxymoron, euphemism] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Somewhat destroyed is a contradiction, because somewhat means partially or moderately, and destroyed implies totally wrecked."
+"Question: Which ping pong ball has more thermal energy? | Choices: [the colder ping pong ball, the hotter ping pong ball] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: nan | Solution: The two ping pong balls are made of the same material and have the same mass. So, the hotter ping pong ball has more thermal energy. | Hint: Two ping pong balls are identical except for their temperatures."
+"Question: Which word does not rhyme? | Choices: [dive, five, dime] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words five and dive rhyme. They both end with the ive sound.
+The word dime does not rhyme. It ends with a different sound."
+"Question: Based on this information, what is Pacha's phenotype for the fur length trait? | Choices: [long fur, short fur] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Pacha's genotype for the fur length gene is ff. Pacha's genotype of ff has only f alleles. The f allele is for long fur. So, Pacha's phenotype for the fur length trait must be long fur.
+To check this answer, consider whether Pacha's alleles are dominant or recessive. The allele for short fur (F) is dominant over the allele for long fur (f). This means F is a dominant allele, and f is a recessive allele.
+Pacha's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Pacha's phenotype for the fur length trait must be long fur. | Hint: In a group of cats, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele for short fur (F) is dominant over the allele for long fur (f).
+Pacha is a cat from this group. Pacha has the homozygous genotype ff for the fur length gene."
+"Question: Which sentence states a fact? | Choices: [African American explorer Matthew Henson was the bravest explorer of the 1909 North Pole expedition., In 1909, African American explorer Matthew Henson became one of the first people to reach the North Pole.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: Statements of fact make claims that are based on research, observation, or experimentation. Facts can be proved with evidence.
+Napoleon Bonaparte was shorter than King Louis XVI.
+This statement is a fact. The statement can be verified by researching and comparing the height of each man.
+Statements of opinion make claims that are based on personal judgments or perspectives. Opinions can be supported by evidence, but they cannot be definitively proved.
+Napoleon Bonaparte was a better leader than King Louis XVI.
+This statement is an opinion. People can have different ideas about what makes someone a ""better"" leader, so the statement cannot be proved. | Solution: The second sentence states a fact. It can be verified by researching the life of Matthew Henson.
+In 1909, African American explorer Matthew Henson became one of the first people to reach the North Pole.
+The first sentence states an opinion. Bravest indicates a personal judgment.
+African American explorer Matthew Henson was the bravest explorer of the 1909 North Pole expedition."
+"Question: Select the solid. | Choices: [milk, water in a bathtub, rubber duck] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Identify solids and liquids | Lecture: Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a shape of its own.
+Some solids can be bent or broken easily. Others are hard to bend or break.
+A glass cup is a solid. A sock is also a solid.
+When matter is a liquid, it takes the shape of its container.
+Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
+Juice is a liquid. Honey is also a liquid. | Solution: nan"
+"Question: Which logical fallacy is used in the text?
+Bert is not qualified to run the Environmental Club. Have you seen his sister's huge, horrifically inefficient car? The planet cries whenever she turns on the ignition. | Choices: [slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, false dichotomy: an argument that presents only two choices when more options exist, guilt by association: a negative association intended to discredit someone or something] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Bert isn't qualified to run the Environmental Club because his sister drives a fuel inefficient car. However, the behavior of Bert's sister does not necessarily reflect Bert's own behavior. This illustrates a type of logical fallacy known as guilt by association."
+"Question: Which text uses the word factoid in its traditional sense? | Choices: [As a geneticist, Dakota enjoys watching science documentaries and sharing various factoids she's learned with her colleagues., As a geneticist, Dakota dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses factoid in its traditional sense: something made up presented as a true fact.
+As a geneticist, Dakota dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.
+The second text uses factoid in its nontraditional sense: a trivial but true fact.
+As a geneticist, Dakota enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.
+Most style guides recommend to use the traditional sense of the word factoid because it is considered more standard."
+"Question: Compare the motion of three motorboats. Which motorboat was moving at the lowest speed? | Choices: [a motorboat that moved 340kilometers north in 5hours, a motorboat that moved 115kilometers east in 5hours, a motorboat that moved 280kilometers north in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each motorboat moved and the time it took to move that distance. The direction each motorboat moved does not affect its speed.
+Notice that each motorboat moved for 5 hours. The motorboat that moved 115 kilometers moved the shortest distance in that time. So, that motorboat must have moved at the lowest speed."
+"Question: The Fourth Amendment protects people against ""unreasonable searches."" Which is an example of the type of ""unreasonable search"" this amendment protects against? | Choices: [A teacher asks a student to answer a hard question in front of the class., A parent spends several hours trying to find a lost set of car keys., A police officer looks through a student's backpack for no reason.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: civics | Skill: The Bill of Rights | Lecture: nan | Solution: The Fourth Amendment says that ""unreasonable searches"" are not allowed. It is not always clear what makes a search ""unreasonable."" But a search for no reason is definitely unreasonable! For example, a police officer cannot look through a student's backpack for no reason. The police officer has to have some sort of reason. Police officers and other government employees search people every day. There are many good reasons the government might have to search someone. For example, the person might be acting in a suspicious or strange way. Or a police officer might see something against the law before the search. It is often hard to know if the government has a good enough reason to do a search. Often a judge will have to decide. The full text of the Fourth Amendment is below. How can a police officer or other member of the government get the right to search someone? The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized."
+"Question: Which is a simple sentence? | Choices: [Letters and packages were sent to the mail room from a chute on the fourth floor., Although I would rather visit Italy, I'm excited about going to Panama this summer.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the simple sentence. It is a single independent clause.
+Letters and packages were sent to the mail room from a chute on the fourth floor."
+"Question: Which figure of speech is used in this text?
+In the overmastering loneliness of that moment, his whole life seemed to him nothing but vanity.
+—Robert Penn Warren, Night Rider | Choices: [assonance, antithesis] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses assonance, the repetition of a vowel sound in a series of nearby words.
+The words overmastering, loneliness, moment, and whole share a vowel sound."
+"Question: What kind of sentence is this?
+Lucy is completely soaked! | Choices: [declarative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence."
+"Question: What do these two changes have in common?
+molding clay into the shape of a pot
+breaking a stick in half | Choices: [Both are caused by heating., Both are chemical changes., Both are caused by cooling., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Molding clay into the shape of a pot is a physical change. The clay gets a different shape. But it is made of the same type of matter.
+Breaking a stick in half is a physical change. The stick gets broken into two pieces. But the pieces are still made of the same type of matter as the original stick.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Complete the statement. Assume that Bobby's mass did not change.
+The gravitational potential energy stored between Bobby and Earth () as he rode the escalator. | Choices: [decreased, stayed the same, increased] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between Bobby and the center of Earth changed.
+The second floor is higher than the first floor. As he rode the escalator toward the second floor, the distance between Bobby and the center of Earth increased. So, the gravitational potential energy stored between Bobby and Earth increased as he rode the escalator. | Hint: Read the text about a person in motion.
+Bobby rode an escalator from the first floor to the second floor of a shopping mall."
+"Question: Which figure of speech is used in this text?
+My sister always wears at least five pieces of jewelry, but I prefer to follow the guideline ""Less is more."" | Choices: [paradox, euphemism] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Less is more at first appears to be contradictory, since less and more are opposites. However, it contains some truth: by removing something or scaling back, you can sometimes achieve a more complete or pleasing outcome."
+"Question: How long does it take to do ten jumping jacks? | Choices: [28 seconds, 28 hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to do ten jumping jacks is 28 seconds.
+28 hours is too slow. | Hint: Select the better estimate."
+"Question: What is the mass of a bicycle? | Choices: [24 tons, 24 pounds, 24 ounces] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a bicycle is 24 pounds.
+24 ounces is too light and 24 tons is too heavy. | Hint: Select the best estimate."
+"Question: Which word would you find on a dictionary page with the following guide words?
+fair - formal | Choices: [film, freckle] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since film is between the guide words fair - formal, it would be found on that page."
+"Question: Is this a run-on sentence?
+Helsinki, Finland, is developing a ""mobility on demand"" system in which individual can use their smartphones to order trips with various mass transit options, including buses, bicycles, and driverless cars. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.
+Helsinki, Finland, is developing a ""mobility on demand"" system in which individuals can use their smartphones to order trips with various mass transit options, including buses, bicycles, and driverless cars."
+"Question: What is the temperature of a cold glass of water? | Choices: [5°C, 5°F] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Estimate temperatures | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
+212°F | Water boils | 100°C
+98.6°F | Body temperature | 37°C
+68°F | Room temperature | 20°C
+32°F | Water freezes | 0°C
+ | Solution: The better estimate for the temperature of a cold glass of water is 5°C.
+5°F is too cold. | Hint: Select the better estimate."
+"Question: Which word does not rhyme? | Choices: [lake, shape, tape] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words shape and tape rhyme. They both end with the ape sound.
+The word lake does not rhyme. It ends with a different sound."
+"Question: What information supports the conclusion that Lily inherited this trait? | Choices: [Some people use a hair dryer to straighten their hair. But Lily and her brothers have naturally straight hair., Both of Lily's biological parents have naturally black hair., When she was younger, Lily wore ribbons in her naturally black hair.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Lily has naturally black hair."
+"Question: Does the sentence use a simile or a metaphor?
+On that winter morning, Elizabeth's hands were as cold as ice. | Choices: [metaphor, simile] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: On that winter morning, Elizabeth's hands were as cold as ice.
+The words hands and ice are compared using the word as. So, the sentence uses a simile."
+"Question: Assume all other forces on Katy are balanced. Which statement describes the forces on Katy? | Choices: [The forces are balanced, so there is no net force on Katy., The forces are unbalanced, so there is a net force on Katy.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Balanced and unbalanced forces | Lecture: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
+When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
+When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | Solution: To determine if there is a net force on Katy, look at the forces:
+Earth's gravity is pulling Katy down with a force of 600 N.
+The seat of the cart is pushing Katy up with a force of 1,200 N.
+The forces are in opposite directions, and the forces have different magnitudes: 600 N and 1,200 N. This means that the forces are unbalanced, so there is a net force on Katy. | Hint: Katy is sitting on a roller coaster cart as it reaches the bottom of a big loop. Earth's gravity is pulling down on Katy with a force of 600N. The seat of the cart is pushing up on Katy with a force of 1,200N."
+"Question: Which is the softest? | Choices: [metal trombone, cotton shirt, bone] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Soft is a property. A soft material changes shape when pressed or squeezed.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the cotton shirt is the softest. If you squeeze cotton fabric, it will change shape."
+"Question: Which figure of speech is used in this text?
+Although the author Norman Mailer is no longer with us, his writings live on. His Pulitzer Prize-winning book, The Executioner's Song, remains a classic example of his unique style of writing. | Choices: [euphemism, hyperbole] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+No longer with us is an indirect and more polite way of saying dead."
+"Question: Which word would you find on a dictionary page with the following guide words?
+unhappy - urgent | Choices: [us, upon] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since upon is between the guide words unhappy - urgent, it would be found on that page."
+"Question: Which word is not like the others? | Choices: [horn, piano, drum, sound] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: vocabulary | Skill: Which word is not like the others? | Lecture: Some words are alike. They go together in a group.
+Red, blue, and green go together. They are colors.
+Mom, dad, grandma, and grandpa go together. They are people in a family. | Solution: Drum, piano, and horn go together. They are instruments. Sound is not an instrument, so it is not like the other words."
+"Question: Is the following statement true or false?
+Animal cells have chloroplasts. | Choices: [true, false] | Task: true-or false | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Cell part functions: true or false | Lecture: nan | Solution: Animal cells have chloroplasts.
+This statement is false. Animal cells do not have chloroplasts. Chloroplasts help plant cells make their own food. This food is a type of sugar called glucose. Animal cells cannot make their own food."
+"Question: Select the one animal that has all of the reptile traits listed above. | Choices: [Loggerhead sea turtles hatch from eggs with shells. They live in the water, but they lay their eggs on the land. Their scaly, waterproof skin and thick shell help protect them from predators., Goldfish hatch from eggs with no shells and have scaly skin. They are popular as pets in many countries today. They were first kept as pets by people in ancient China. Goldfish have fins and live underwater.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Reptiles have the following traits:
+They have scaly, waterproof skin.
+They make eggs with shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A goldfish has the following traits:
+It has fins, not limbs.
+It makes eggs with no shells.
+A goldfish does not have all of the traits of a reptile. A goldfish is a fish.
+A sea turtle has the following traits:
+It has scaly, waterproof skin.
+It makes eggs with shells.
+A sea turtle has the traits of a reptile. A sea turtle is a reptile. | Hint: Reptiles are a group of animals with similar traits. The following traits can be used to identify reptiles:
+They have scaly, waterproof skin.
+They make eggs with shells. Observe the animals and read the descriptions."
+"Question: What information supports the conclusion that Tiana acquired this trait? | Choices: [Tiana can cook food over a fire., Tiana learned how to build a fire at summer camp.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Tiana knows how to build a fire."
+"Question: Which logical fallacy is used in the text?
+Did you hear? A bunch of Kamal's friends were at that protest that got out of hand. I had no idea that Kamal was such a troublemaker. | Choices: [guilt by association: a negative association intended to discredit someone or something, circular reasoning: an argument that supports a claim with the claim itself, false dichotomy: an argument that presents only two choices when more options exist] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Kamal must be a troublemaker because his friends were at an unruly protest. However, the behavior of Kamal's friends doesn't necessarily determine his own behavior. This illustrates a type of logical fallacy known as guilt by association."
+"Question: What is the temperature of a cold glass of water? | Choices: [2°F, 2°C] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Estimate temperatures | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
+212°F | Water boils | 100°C
+98.6°F | Body temperature | 37°C
+68°F | Room temperature | 20°C
+32°F | Water freezes | 0°C
+ | Solution: The better estimate for the temperature of a cold glass of water is 2°C.
+2°F is too cold. | Hint: Select the better estimate."
+"Question: What do these two changes have in common?
+bending a paper clip
+butter melting on a hot day | Choices: [Both are only physical changes., Both are caused by heating., Both are caused by cooling., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Bending a paper clip is a physical change. After you bend it, the paper clip has a different shape. But it is still made of the same type of matter.
+Butter melting on a hot day is a change of state. So, it is a physical change. The butter changes from solid to liquid, but it is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Butter melting on a hot day is caused by heating. But bending a paper clip is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What kind of sentence is this?
+Tammy gave me flowers for no reason. | Choices: [exclamatory, declarative] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, and it ends with a period. It is a declarative sentence."
+"Question: Compare the motion of three sailboats. Which sailboat was moving at the highest speed? | Choices: [a sailboat that moved 55kilometers west in 5hours, a sailboat that moved 40kilometers east in 5hours, a sailboat that moved 25kilometers east in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. | Solution: Look at the distance each sailboat moved and the time it took to move that distance. The direction each sailboat moved does not affect its speed.
+Notice that each sailboat moved for 5 hours. The sailboat that moved 55 kilometers moved the farthest distance in that time. So, that sailboat must have moved at the highest speed."
+"Question: Which figure of speech is used in this text?
+Abdul's '64 Impala groaned as he turned the ignition. Yet again he resolved to refurbish it over the summer. | Choices: [personification, simile] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses personification, giving human characteristics to nonhuman things.
+Abdul's '64 Impala groaned describes the car as if it were human."
+"Question: Would you find the word papoose on a dictionary page with the following guide words?
+pitch - pork | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since papoose is not between the guide words pitch - pork, it would not be found on that page."
+"Question: Which tense does the sentence use?
+Erica and Vicky win the game every time. | Choices: [past tense, future tense, present tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, win. The verb tells you about something that is true or happening now."
+"Question: Compare the motion of two sailboats. Which sailboat was moving at a lower speed? | Choices: [a sailboat that moved 50kilometers in 5hours, a sailboat that moved 90kilometers in 5hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each sailboat moved and the time it took to move that distance.
+One sailboat moved 50 kilometers in 5 hours.
+The other sailboat moved 90 kilometers in 5 hours.
+Notice that each sailboat spent the same amount of time moving. The sailboat that moved 50 kilometers moved a shorter distance in that time. So, that sailboat must have moved at a lower speed."
+"Question: Which type of sentence is this?
+Russia has a variety of natural resources, including oil, natural gas, timber, iron ore, copper, and lead. | Choices: [compound-complex, simple, complex, compound] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is simple. It is a single independent clause.
+Russia has a variety of natural resources, including oil, natural gas, timber, iron ore, copper, and lead."
+"Question: Select the animal that has a backbone. | Choices: [luna moth, salt water crocodile] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A salt water crocodile is a reptile. Like other reptiles, a salt water crocodile has a backbone.
+A luna moth is an insect. Like other insects, a luna moth does not have a backbone. It has a hard outer cover. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones."
+"Question: Would you find the word soot on a dictionary page with the following guide words?
+shove - sponge | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since soot is between the guide words shove - sponge, it would be found on that page."
+"Question: Would you find the word capsule on a dictionary page with the following guide words?
+child - curse | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since capsule is not between the guide words child - curse, it would not be found on that page."
+"Question: Which object has more thermal energy? | Choices: [a 350-gram mug of cocoa at a temperature of 30°C, a 350-gram mug of cocoa at a temperature of 75°C] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two mugs of cocoa have the same mass but different temperatures. Since the 75°C mug of cocoa is hotter than the 30°C mug of cocoa, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Is the following trait inherited or acquired?
+Lisa plays basketball. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play basketball. Instead, some people learn how to play basketball. Playing the sport takes practice. So, playing basketball is an acquired trait."
+"Question: Using only these supplies, which question can Aubrey investigate with an experiment? | Choices: [Do scented candles or unscented candles produce more smoke?, Do candles with thick wicks or with thin wicks produce more smoke?, Do large candles or small candles produce more smoke?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Aubrey is burning some new candles. She notices that they produce different amounts of smoke. She wonders what factors affect how much smoke a candle produces. So, she decides to design an experiment. She has the following supplies available:
+two large unscented candles with thick wicks
+two large unscented candles with thin wicks
+a box of matches"
+"Question: What do these two changes have in common?
+erosion caused by wind
+breaking a piece of glass | Choices: [Both are caused by cooling., Both are chemical changes., Both are caused by heating., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Erosion caused by wind is a physical change. The wind carries away tiny pieces of rock. But the pieces of rock do not become a different type of matter.
+Breaking a piece of glass is a physical change. The glass gets broken into pieces. But each piece is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What information supports the conclusion that Patty inherited this trait? | Choices: [Patty's parents were born with wavy hair. They passed down this trait to Patty., Patty and her mother both have short hair.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Patty has wavy hair."
+"Question: Which phrase has a more negative connotation? | Choices: [studying someone's outfit, scrutinizing someone's outfit] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: Scrutinizing someone's outfit has a more negative connotation. Scrutinizing and studying both denote examining something closely. However, scrutinizing suggests looking at something in a critical way, while studying suggests looking at something in order to learn more about it."
+"Question: What information supports the conclusion that Nellie acquired this trait? | Choices: [Nellie learned biology by doing experiments., Nellie is most interested in plant biology.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Nellie knows a lot about biology."
+"Question: Select the animal. | Choices: [Apple trees can grow fruit., Vultures eat mammals and birds., Dandelions can grow small yellow flowers., Pine trees have green leaves.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: An apple tree is a plant. It can grow fruit.
+People have been growing apples for thousands of years. There are more than 7,500 types of apples!
+A vulture is an animal. It eats mammals and birds.
+Vultures usually do not hunt live animals. They eat animals that are already dead! This behavior is called scavenging.
+A pine tree is a plant. It has green leaves.
+Pine tree seeds grow in cones. Trees that grow cones are called conifers.
+A dandelion is a plant. It can grow small yellow flowers.
+Dandelion seeds can be blown long distances by the wind."
+"Question: Which closing is correct for a letter? | Choices: [your friend,
+Mark, Your friend,
+Mark] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: What is the mass of a passenger airplane? | Choices: [41 tons, 41 pounds, 41 ounces] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a passenger airplane is 41 tons.
+41 ounces and 41 pounds are both too light. | Hint: Select the best estimate."
+"Question: What is the source of the allusion in the sentence below?
+The drought is worsening, and the state politicians are fiddling while Rome burns! | Choices: [a poem, history] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion fiddling while Rome burns is history.
+According to some accounts, the Roman emperor Nero stood by and did nothing while Rome burned. He is said to have played the fiddle while the crisis unfolded.
+The allusion fiddling while Rome burns means ignoring a critical situation."
+"Question: Would you find the word blink on a dictionary page with the following guide words?
+bet - button | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since blink is between the guide words bet - button, it would be found on that page."
+"Question: Which text uses the word peruse in its traditional sense? | Choices: [Duncan perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift., Duncan perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses peruse in its traditional sense: to examine in detail.
+Duncan perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift.
+The second text uses peruse in its nontraditional sense: to look through in a casual manner.
+Duncan perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly.
+Most style guides recommend to use the traditional sense of the word peruse because it is considered more standard."
+"Question: What is the volume of a test tube? | Choices: [12 liters, 12 milliliters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a test tube is 12 milliliters.
+12 liters is too much. | Hint: Select the better estimate."
+"Question: Which figure of speech is used in this text?
+Ladies and gentlemen, this is your captain speaking. We have a small problem. All four engines have stopped . . . I trust you are not in too much distress.
+—Captain Eric Moody, after his Boeing 747's engines failed | Choices: [assonance, understatement] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses understatement, which involves deliberately representing something as less serious or important than it really is.
+We have a small problem is an understatement, since the plane was likely to crash."
+"Question: Which type of sentence is this?
+As Dan sat down on the rickety old chair, it abruptly collapsed beneath him. | Choices: [simple, compound-complex, compound, complex] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.
+As Dan sat down on the rickety old chair, it abruptly collapsed beneath him."
+"Question: Which logical fallacy is used in the text?
+Don't be deceived by Beth Everett's articles on rural, blue-collar workers. Her husband is a fancy investment banker, so she can't possibly understand their situation. | Choices: [guilt by association: a negative association intended to discredit someone or something, circular reasoning: an argument that supports a claim with the claim itself, appeal to nature: the assumption that natural things are always good] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Beth Everett can't understand rural, blue-collar workers because she is associated with an urban newspaper. However, where Beth works doesn't necessarily indicate anything about her ability to empathize. This illustrates a type of logical fallacy known as guilt by association."
+"Question: Which figure of speech is used in this text?
+So we beat on . . . borne back ceaselessly into the past.
+—F. Scott Fitzgerald, The Great Gatsby | Choices: [alliteration, simile] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses alliteration, the repetition of sounds at the beginning of nearby words.
+Beat on . . . borne back repeats the b sound."
+"Question: What is the mass of an elephant? | Choices: [4 pounds, 4 ounces, 4 tons] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of an elephant is 4 tons.
+4 ounces and 4 pounds are both too light. | Hint: Select the best estimate."
+"Question: What kind of sentence is this?
+That's the best bakery in town! | Choices: [exclamatory, interrogative] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence."
+"Question: What is the volume of a salt shaker? | Choices: [50 milliliters, 50 liters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a salt shaker is 50 milliliters.
+50 liters is too much. | Hint: Select the better estimate."
+"Question: Which text uses the word ironic in its traditional sense? | Choices: [Last winter, Reid took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week., Last winter, Reid took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses ironic in its traditional sense: contrary to what was intended, often in an amusing way. It's ironic because Reid tried to get away from the snow but found himself in a snowstorm regardless.
+Last winter, Reid took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week.
+The second text uses ironic in its nontraditional sense: marked by coincidence. It was a coincidence that Reid's friends were in Florida the week before.
+Last winter, Reid took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.
+Most style guides recommend to avoid using the nontraditional sense of the word ironic because it is generally considered incorrect."
+"Question: Complete the sentence so that it uses personification.
+The wind blew through my hair and () my ears. | Choices: [whispered in, chilled] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the phrase whispered in. It describes the wind as if it were a person speaking quietly."
+"Question: Compare the motion of two mountain bikers. Which mountain biker was moving at a lower speed? | Choices: [a mountain biker who moved 105miles in 10hours, a mountain biker who moved 90miles in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each mountain biker moved and the time it took to move that distance.
+One mountain biker moved 90 miles in 10 hours.
+The other mountain biker moved 105 miles in 10 hours.
+Notice that each mountain biker spent the same amount of time moving. The mountain biker who moved 90 miles moved a shorter distance in that time. So, that mountain biker must have moved at a lower speed."
+"Question: Which is a compound sentence? | Choices: [The nervous swimmer steps onto the diving platform., Amy forgot to bring her dictionary, so she will borrow mine.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.
+Amy forgot to bring her dictionary, so she will borrow mine."
+"Question: Select the one animal that has all of the cartilaginous fish traits listed above. | Choices: [Great white sharks use rows of jagged teeth to catch their prey. They have fins instead of limbs, and their skeleton is made of cartilage. Great white shark eggs do not have shells for protection. Instead, the eggs grow and hatch inside the mother shark., Western rattlesnakes have scaly, waterproof skin. They can use their fangs to inject venom into their prey. Western rattlesnakes lay eggs with shells and are usually found in dry areas.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify animals | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Cartilaginous fish have the following traits:
+They have fins, not limbs.
+They live underwater.
+They have a skeleton made of cartilage.
+They make eggs with no shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A western rattlesnake has the following traits:
+It has scaly, waterproof skin.
+It makes eggs with shells.
+A western rattlesnake does not have all of the traits of a cartilaginous fish. A western rattlesnake is a reptile.
+A great white shark has the following traits:
+It has fins, not limbs.
+It lives underwater.
+It has a skeleton made of cartilage.
+It makes eggs with no shells.
+A great white shark has the traits of a cartilaginous fish. A great white shark is a cartilaginous fish. | Hint: Cartilaginous fish are a group of animals with similar traits. The following traits can be used to identify cartilaginous fish:
+They have fins, not limbs.
+They live underwater.
+They have a skeleton made of cartilage.
+They make eggs with no shells. Observe the animals and read the descriptions."
+"Question: Complete the sentence.
+Breaking a rock in half is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two ways matter can change.
+In a chemical change, the type of matter changes.
+Burning a piece of paper is a chemical change. The paper changes into ash and smoke.
+In a physical change, the type of matter stays the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+Ice melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. | Solution: Breaking a rock in half is a physical change. The rock gets broken into two pieces. But the pieces are still made of the same type of matter as the original rock."
+"Question: Use the evidence in the text to select the photosynthetic organism. | Choices: [Snow leopards have special cells in their skin. These cells produce substances that help color the animals' fur., Polka dot plants have chloroplasts in their cells. The plants use these chloroplasts to capture light energy from the Sun.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify the photosynthetic organism | Lecture: Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy to turn water and carbon dioxide into sugars and oxygen.
+Photosynthetic organisms also often have the following characteristics:
+They are producers, which are organisms that make their own food inside their cells. Producers don't usually eat other organisms.
+Their cells contain chloroplasts. Chloroplasts are cell parts where photosynthesis occurs.
+Their chloroplasts often contain chlorophyll, which is green. Chlorophyll captures energy from sunlight to power photosynthesis.
+They use the sugars they make during photosynthesis as food. This food provides the organisms with the energy they need to live. | Solution: This organism is photosynthetic:
+The text tells you that polka dot plants have chloroplasts in their cells. This is evidence that the polka dot plant is a photosynthetic organism.
+This organism is not photosynthetic:
+The text does not provide evidence that the snow leopard is photosynthetic."
+"Question: Does this passage describe the weather or the climate?
+Where Ernest lives, winter is the rainiest season of the year. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Where Ernest lives, winter is the rainiest season of the year.
+This passage tells you about the usual precipitation where Ernest lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate."
+"Question: Which correctly shows the title of a book? | Choices: [""Secret of the Ninja"", ***Secret of the Ninja***] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A book should be in italics.
+The correct title is **Secret of the Ninja**."
+"Question: What does the verbal irony in this text suggest?
+""This salsa could use a little more spice,"" Josh said as he gulped down water and wiped tears from his eyes. | Choices: [The salsa was tasteless., The salsa was too spicy.] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Could use a little more spice ironically suggests that the salsa was too spicy. Josh gulped down water and wiped tears from his eyes, indications that the salsa was indeed too spicy."
+"Question: Would you find the word pulp on a dictionary page with the following guide words?
+pledge - precious | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since pulp is not between the guide words pledge - precious, it would not be found on that page."
+"Question: What information supports the conclusion that Jeffrey inherited this trait? | Choices: [Jeffrey's coworker also has curly hair., Jeffrey's biological father has curly hair., Jeffrey and his biological parents have brown hair.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Jeffrey has curly hair."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Dr. Durham,, Dear dr. Durham,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Dr. Durham is capitalized because it is a proper noun."
+"Question: Complete the sentence so that it uses personification.
+The wind () dispersed the leaves that Zane had spent so long raking. | Choices: [completely, carelessly] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word carelessly. It describes the wind as if it were a person who didn't care."
+"Question: What do these two changes have in common?
+tying a shoelace
+cutting a piece of rope | Choices: [Both are chemical changes., Both are only physical changes., Both are caused by cooling., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Tying a shoelace is a physical change. The shoelace gets a different shape. But it is still made of the same type of matter.
+Cutting a piece of rope is a physical change. The rope is shorter after you cut it. But it is still made of the same type of matter as the uncut rope.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What kind of sentence is this?
+Marvin campaigned tirelessly in support of his neighbor's bid for elective office. | Choices: [interrogative, exclamatory, declarative] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement and always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An interrogative sentence asks a question and always ends with a question mark.
+Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
+An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence is a statement and ends with a period. It is a declarative sentence."
+"Question: Which closing is correct for a letter? | Choices: [Love,
+Shannon, love,
+Shannon] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which logical fallacy is used in the text?
+The mayor argued that we need to reduce funding for the animal shelter in order to balance the budget. Don't vote for someone who doesn't think the government should care about animals. | Choices: [guilt by association: a negative association intended to discredit someone or something, straw man: a misrepresentation of an opponent's position that makes it easier to argue against, false causation: the assumption that because two things happened together, one caused the other] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that the mayor doesn't think the government should care about animals. However, the mayor only argued that funding for the animal shelter needs to be reduced. This illustrates a type of logical fallacy known as a straw man."
+"Question: Is the following trait inherited or acquired?
+Charlie knows how to type. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to type. Instead, many people learn how to type. So, typing is an acquired trait. | Hint: Hint: Typing takes practice."
+"Question: Which figure of speech is used in this text?
+""There's nothing I love more than skipping lunch,"" Mr. Crosby told the flight attendant when he learned that no food would be available on his cross-country flight. | Choices: [personification, verbal irony] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Nothing I love more shows verbal irony because Mr. Crosby is probably upset that there isn't anything to eat."
+"Question: Which logical fallacy is used in the text?
+Thanks to her enduring popularity with employees, Rachel Randolph is the best-liked CEO in our company's history. | Choices: [false causation: the assumption that because two things happened together, one caused the other, circular reasoning: an argument that supports a claim with the claim itself] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Rachel Randolph is well-liked, because she's popular. However, the ""evidence"" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning."
+"Question: Is the following trait inherited or acquired?
+Kimberly has naturally straight hair. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Some humans are born with naturally straight hair. Others are born with naturally curly hair. Straight and curly are examples of hair texture.
+Some people use tools to change how their hair looks. But this doesn't affect the natural texture of their hair. So, having naturally straight hair is an inherited trait."
+"Question: Use the evidence in the text to select the photosynthetic organism. | Choices: [Turkeys are large birds that eat nuts, berries, and insects. Turkeys use these foods to get energy., Avocado trees make sugars from carbon dioxide and water. These trees use the sugars as food.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify the photosynthetic organism | Lecture: Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy to turn water and carbon dioxide into sugars and oxygen.
+Photosynthetic organisms also often have the following characteristics:
+They are producers, which are organisms that make their own food inside their cells. Producers don't usually eat other organisms.
+Their cells contain chloroplasts. Chloroplasts are cell parts where photosynthesis occurs.
+Their chloroplasts often contain chlorophyll, which is green. Chlorophyll captures energy from sunlight to power photosynthesis.
+They use the sugars they make during photosynthesis as food. This food provides the organisms with the energy they need to live. | Solution: This organism is photosynthetic:
+The text tells you that avocado trees make sugars from carbon dioxide and water, and then use these sugars for food. This is evidence that the avocado tree is a photosynthetic organism.
+This organism is not photosynthetic:
+The text does not provide evidence that the turkey is photosynthetic."
+"Question: Is the following trait inherited or acquired?
+Malia has a scar on her left knee. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: What is the volume of a bottle of cough syrup? | Choices: [9 gallons, 9 cups, 9 fluid ounces] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a bottle of cough syrup is 9 fluid ounces.
+9 cups and 9 gallons are both too much. | Hint: Select the best estimate."
+"Question: Based on this information, what is Sarah's genotype for the Marfan syndrome gene? | Choices: [having Marfan syndrome, MM] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Sarah has two alleles for having Marfan syndrome (M). So, Sarah's genotype for the Marfan syndrome gene is MM. | Hint: This passage describes the Marfan syndrome trait in humans:
+
+In a group of humans, some individuals have Marfan syndrome and others do not. In this group, the gene for the Marfan syndrome trait has two alleles. The allele M is for having Marfan syndrome, and the allele m is for not having Marfan syndrome.
+Sarah, a human from this group, has Marfan syndrome. Sarah has two alleles for having Marfan syndrome."
+"Question: Which logical fallacy is used in the text?
+This herbal supplement is made from a plant that grows in Zambia. It must be healthier than taking that medication, which is full of chemicals I can't pronounce. | Choices: [hasty generalization: a very broad claim based on very little evidence, appeal to nature: the assumption that natural things are always good] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that an herbal supplement is healthier than a medication, because the supplement is made from a plant. However, even though something is made from a plant, that doesn't necessarily mean that it is healthy. This illustrates a type of logical fallacy known as an appeal to nature."
+"Question: What kind of sentence is this?
+Kiera felt intimidated by the steep cliff that she faced on her first rock-climbing adventure. | Choices: [declarative, exclamatory, interrogative] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement and always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An interrogative sentence asks a question and always ends with a question mark.
+Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
+An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence is a statement and ends with a period. It is a declarative sentence."
+"Question: Which tense does the sentence use?
+Kelly and Sarah win the game every time. | Choices: [past tense, present tense, future tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, win. The verb tells you about something that is true or happening now."
+"Question: Which tense does the sentence use?
+In the darkness, Samantha strained her eyes. | Choices: [future tense, present tense, past tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, strained. The verb ends in -ed and tells you about something that has already happened."
+"Question: Complete the statement.
+Ethane is (). | Choices: [an elementary substance, a compound] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
+A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
+Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
+The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one atomic symbol.
+The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
+For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple atomic symbols.
+The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | Solution: You can tell whether ethane is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for ethane, C2 H6, contains two atomic symbols: C for carbon and H for hydrogen. So, the formula tells you that ethane is composed of two chemical elements bonded together.
+Since ethane is composed of multiple chemical elements bonded together, ethane is a compound. | Hint: Ethane is used to make plastic bags. The chemical formula for ethane is C2H6."
+"Question: What do these two changes have in common?
+dust settling out of the air
+a puddle freezing into ice on a cold night | Choices: [Both are caused by cooling., Both are only physical changes., Both are chemical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Dust settling out of the air is a physical change. As the dust settles, or falls, it might land on furniture or the ground. This separates dust particles from the air, but does not form a different type of matter.
+A puddle freezing into ice on a cold night is a change of state. So, it is a physical change. Liquid water freezes and becomes solid, but it is still made of water. A different type of matter is not formed.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+A puddle freezing is caused by cooling. But dust settling out of the air is not."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Annie had witnessed a crime, so she made a call to report it. They promptly dispatched police to investigate the scene., Annie had witnessed a crime, so she made a call to report it. The operator promptly dispatched police to investigate the scene.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.
+The second answer choice shows a possible correction for the vague pronoun reference. They has been replaced with the operator.
+Annie had witnessed a crime, so she made a call to report it. The operator promptly dispatched police to investigate the scene."
+"Question: Select the invertebrate. | Choices: [Tasmanian devil, green sea turtle, turkey vulture, praying mantis] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A Tasmanian devil is a mammal. Like other mammals, a Tasmanian devil is a vertebrate. It has a backbone.
+A green sea turtle is a reptile. Like other reptiles, a green sea turtle is a vertebrate. It has a backbone.
+A praying mantis is an insect. Like other insects, a praying mantis is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A turkey vulture is a bird. Like other birds, a turkey vulture is a vertebrate. It has a backbone. | Hint: Hint: Insects, spiders, and worms are invertebrates."
+"Question: Would you find the word wee on a dictionary page with the following guide words?
+wail - wizard | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since wee is between the guide words wail - wizard, it would be found on that page."
+"Question: Would you find the word got on a dictionary page with the following guide words?
+girl - gnaw | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since got is not between the guide words girl - gnaw, it would not be found on that page."
+"Question: According to Newton's third law, what other force must be happening? | Choices: [The wheelchair is pushing on Lee., The wheelchair is pulling on Lee.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Predict forces using Newton's third law | Lecture: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
+For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Solution: Lee is pushing on the wheelchair. So, Newton's third law tells you that the wheelchair is pushing on Lee. | Hint: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
+Consider the following force:
+Lee is pushing on his friend's wheelchair."
+"Question: Which text uses the word random in its traditional sense? | Choices: [Alana made a random trip to the grocery store, though her kitchen was already stocked with a hodgepodge of food., At the grocery store, Alana hastily grabbed fruits and vegetables at random, filling her shopping cart with a hodgepodge of food.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses random in its traditional sense: made or occurring without a definite pattern.
+At the grocery store, Alana hastily grabbed fruits and vegetables at random, filling her shopping cart with a hodgepodge of food.
+The second text uses random in its nontraditional sense: odd or out of place.
+Alana made a random trip to the grocery store, though her kitchen was already stocked with a hodgepodge of food.
+Most style guides recommend to avoid using the nontraditional sense of the word random because it is generally considered incorrect."
+"Question: What is the source of the allusion in the sentence below?
+Louanne's Ice Cream Parlor has the best dessert short of ambrosia! | Choices: [modern history, Greek mythology] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion ambrosia is Greek mythology.
+In Greek mythology, ambrosia is the name for the food of the gods.
+The allusion ambrosia means a heavenly delicacy."
+"Question: What is the source of the allusion in the sentence below?
+Carter's Falstaffian nature makes him stand out at a party. | Choices: [Greek mythology, Shakespeare] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Falstaffian is Shakespeare.
+Sir John Falstaff, a comical character in several of William Shakespeare's plays, is known for his cheerful sociability and sometimes off-color humor.
+The allusion Falstaffian means characterized by joviality and enjoyment of food and drink."
+"Question: Which sentence states a fact? | Choices: [Sheryl Swoopes was named to the Basketball Hall of Fame Class of 2016 along with Shaquille O'Neal., Sheryl Swoopes was the best basketball player at the 1996 Olympic Games in Atlanta, Georgia.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved by research or observation.
+Napoleon Bonaparte was shorter than King Louis XVI.
+The statement above is a fact. The statement can be proved by researching the height of each man and comparing them.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved.
+Napoleon Bonaparte was a better leader than King Louis XVI.
+The statement above is an opinion. People can have different ideas about what makes someone a ""better"" leader, so the statement cannot be proved. | Solution: The first sentence states a fact.
+Sheryl Swoopes was named to the Basketball Hall of Fame Class of 2016 along with Shaquille O'Neal.
+It can be proved by consulting the Basketball Hall of Fame website.
+The second sentence states an opinion.
+Sheryl Swoopes was the best basketball player at the 1996 Olympic Games in Atlanta, Georgia.
+Best shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes a person the best basketball player."
+"Question: Select the one animal that has all of the bird traits listed above. | Choices: [Green violetears are a type of hummingbird. Hummingbirds can use their wings to fly backward and upside-down! Green violetears also have a beak and feathers. Their eggs have shells and are the size of jellybeans., Cobras hatch from eggs with shells. They have a wide, flat hood. A cobra can display its hood to scare away a predator. Like the rest of its body, the hood is covered in waterproof scales.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Birds have the following traits:
+They have feathers.
+They have wings.
+They have a beak.
+They make eggs with shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A green violetear has the following traits:
+It has feathers.
+It has wings.
+It has a beak.
+It makes eggs with shells.
+A green violetear has the traits of a bird. A green violetear is a bird.
+A cobra has the following traits:
+It has scaly, waterproof skin.
+It makes eggs with shells.
+A cobra does not have all of the traits of a bird. A cobra is a reptile. | Hint: Birds are a group of animals with similar traits. The following traits can be used to identify birds:
+They have feathers.
+They have wings.
+They have a beak.
+They make eggs with shells. Observe the animals and read the descriptions."
+"Question: Which type of sentence is this?
+As cold weather approaches, you must protect your water pipes against freezing, or they can rupture and cause significant damage to your home. | Choices: [complex, compound-complex, compound, simple] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the subordinating conjunction as.
+As cold weather approaches, you must protect your water pipes against freezing, or they can rupture and cause significant damage to your home."
+"Question: Complete the statement.
+Rubidium chloride is (). | Choices: [an elementary substance, a compound] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
+A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
+Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
+The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one atomic symbol.
+The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
+For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple atomic symbols.
+The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | Solution: You can tell whether rubidium chloride is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for rubidium chloride, RbCl, contains two atomic symbols: Rb for rubidium and Cl for chlorine. So, the formula tells you that rubidium chloride is composed of two chemical elements bonded together.
+Since rubidium chloride is composed of multiple chemical elements bonded together, rubidium chloride is a compound. | Hint: Rubidium chloride is used in medical research. The chemical formula for rubidium chloride is RbCl."
+"Question: Does this passage describe the weather or the climate?
+It is 65°F in Ivan's backyard. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+It is 65°F in Ivan's backyard.
+This passage tells you about the temperature in Ivan's backyard right now. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Which word would you find on a dictionary page with the following guide words?
+impose - issue | Choices: [ill, increase] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since increase is between the guide words impose - issue, it would be found on that page."
+"Question: What does the metaphor in this text suggest?
+When Owen lost his job, he was devastated. The only light in the sea of darkness was the prospect of pursuing a new career. | Choices: [Owen felt in the dark about what to do after losing his job., There was a benefit to Owen's job loss.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Interpret the figure of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town. | Solution: The text uses a metaphor, comparing two things that are not actually alike without using like or as.
+The metaphor the only light in the sea of darkness was the prospect of pursuing a new career suggests that there was a benefit to Owen's job loss. A light would be beneficial in helping someone escape a dark, difficult-to-navigate situation. Similarly, Owen's new career was beneficial in helping him escape the emotionally difficult experience of losing his job."
+"Question: What information supports the conclusion that Hugo inherited this trait? | Choices: [Hugo's biological parents have wavy hair., Hugo's biological mother has long hair. Hugo also has long hair., Hugo uses a headband to keep his wavy hair out of his face.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Hugo has wavy hair."
+"Question: How long is a soccer field? | Choices: [360 miles, 360 inches, 360 yards, 360 feet] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a soccer field is 360 feet.
+360 inches is too short. 360 yards and 360 miles are too long. | Hint: Select the best estimate."
+"Question: Which word is not like the others? | Choices: [piano, horn, noise, drum] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: vocabulary | Skill: Which word is not like the others? | Lecture: Some words are alike. They go together in a group.
+Red, blue, and green go together. They are colors.
+Mom, dad, grandma, and grandpa go together. They are people in a family. | Solution: Horn, drum, and piano go together. They are instruments. Noise is not an instrument, so it is not like the other words."
+"Question: What do these two changes have in common?
+a rock heating up in a campfire
+cooking an egg | Choices: [Both are chemical changes., Both are caused by cooling., Both are caused by heating., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A rock heating up in a campfire is a physical change. The temperature of the rock goes up, but the rock is still made of the same type of matter.
+Cooking an egg is a chemical change. The heat causes the matter in the egg to change. Cooked eggs and raw eggs are made of different types of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+A rock heating up in a campfire is a physical change. But cooking an egg is not.
+Both are chemical changes.
+Cooking an egg is a chemical change. But a rock heating up in a campfire is not.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What information supports the conclusion that Bill inherited this trait? | Choices: [Bill's mother cuts his hair every month., Bill's parents have blond hair. They passed down this trait to Bill.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Bill has blond hair."
+"Question: Select the elementary substance. | Choices: [cobalt (Co), glucose (C6H12O6), sulfur dioxide (SO2)] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Identify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for cobalt contains one symbol: Co. So, cobalt is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, cobalt is an elementary substance. The chemical formula for glucose contains three symbols: C for carbon, H for hydrogen, and O for oxygen. So, glucose is made of three chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, glucose is a compound, not an elementary substance. The chemical formula for sulfur dioxide contains two symbols: S for sulfur and O for oxygen. So, sulfur dioxide is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, sulfur dioxide is a compound, not an elementary substance."
+"Question: Which sentence is more formal? | Choices: [Trisha didn't enter student politics until her junior year., Trisha did not enter student politics until her junior year.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The first sentence is less formal. You can tell because it uses a contraction (didn't).
+The second sentence does not use a contraction, so it is more formal."
+"Question: What information supports the conclusion that Lauren inherited this trait? | Choices: [Lauren's parents have red hair. They passed down this trait to Lauren., Lauren and her mother both wear their hair in braids.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Lauren has red hair."
+"Question: Which figure of speech is used in this text?
+""There's nothing I love more than skipping lunch,"" Mr. Atkinson told the flight attendant when he learned that no food would be available on his cross-country flight. | Choices: [verbal irony, personification] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Nothing I love more shows verbal irony because Mr. Atkinson is probably upset that there isn't anything to eat."
+"Question: Which is smoother? | Choices: [plastic water pitcher, sandpaper] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Smooth is a property. A smooth material is not rough or bumpy.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the plastic water pitcher is smoother. If you touch the side of a plastic water pitcher, it will not feel rough or bumpy."
+"Question: Which is stickier? | Choices: [wood board, jam] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Sticky is a property. A sticky material can stick to other things.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the jam is stickier. If you touch jam, it will stick to you."
+"Question: Which tense does the sentence use?
+His dog chased the chipmunk up a tree. | Choices: [future tense, past tense, present tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, chased. The verb ends in -ed and tells you about something that has already happened."
+"Question: What information supports the conclusion that Elizabeth acquired this trait? | Choices: [Elizabeth likes to photograph birds at the zoo., Elizabeth was not born knowing how to identify different bird calls. She had to learn this skill.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Elizabeth is good at identifying birds from their calls."
+"Question: Compare the motion of two mountain bikers. Which mountain biker was moving at a lower speed? | Choices: [a mountain biker who moved 150miles in 10hours, a mountain biker who moved 170miles in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each mountain biker moved and the time it took to move that distance.
+One mountain biker moved 150 miles in 10 hours.
+The other mountain biker moved 170 miles in 10 hours.
+Notice that each mountain biker spent the same amount of time moving. The mountain biker who moved 150 miles moved a shorter distance in that time. So, that mountain biker must have moved at a lower speed."
+"Question: What information supports the conclusion that Donald inherited this trait? | Choices: [Donald's biological father has curly hair., Donald's coworker also has curly hair., Donald and his biological parents have brown hair.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Donald has curly hair."
+"Question: Is the following trait inherited or acquired?
+Ruth can ride a bicycle. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to ride a bicycle. Instead, many people learn how to ride. So, riding a bicycle is an acquired trait."
+"Question: Which logical fallacy is used in the text?
+Senator Bowen announced today that she plans to cut funding to early childhood education programs. The last thing we need is a government official who hates children! | Choices: [bandwagon fallacy: the assumption that the popular choice is automatically correct, straw man: a misrepresentation of an opponent's position that makes it easier to argue against] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Senator Bowen hates children, because she wants to cut education funding. However, the fact that Senator Bowen wants to cut education funding doesn't necessarily suggest that she hates children. This illustrates a type of logical fallacy known as a straw man."
+"Question: Which logical fallacy is used in the text?
+The thing that makes Jeffrey stand out as a remarkable cellist is that he's a marvelous musician who plays the cello splendidly. | Choices: [false dichotomy: an argument that presents only two choices when more options exist, ad hominem: an attack against the person making the argument, rather than the argument itself, circular reasoning: an argument that supports a claim with the claim itself] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Jeffrey is a remarkable cellist because he plays the cello well. However, the ""evidence"" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning."
+"Question: How long is a school bus? | Choices: [15 yards, 15 feet] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?
+The number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.
+There are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.
+There are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. | Solution: The better estimate for the length of a school bus is 15 yards.
+15 feet is too short. | Hint: Select the better estimate."
+"Question: Which object has less thermal energy? | Choices: [a 5-kilogram brick at a temperature of 150°C, a 5-kilogram brick at a temperature of 155°C] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: The two bricks have the same mass but different temperatures. Since the 150°C brick is colder than the 155°C brick, it has less thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which figure of speech is used in this text?
+A vote for me is a vote for change, not a vote for the status quo. | Choices: [antithesis, apostrophe] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses antithesis, the contrasting of opposing ideas within a parallel grammatical structure.
+The sentence contrasts two parallel phrases, a vote for change and a vote for the status quo."
+"Question: Select the one animal that has all of the mammal traits listed above. | Choices: [Gray tree frogs hatch from eggs without shells. They live underwater when they are tadpoles. They move onto land when they become adults. The moist skin of adult gray tree frogs can be green or gray. The color of their skin helps them hide on rocks or plants., African elephants have thin hair covering their body. Female elephants feed their offspring milk. Elephants live in groups called herds. The oldest female in the herd is usually the leader.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Mammals have the following traits:
+They feed their offspring milk.
+They have fur or hair.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A gray tree frog has the following traits:
+It spends part of its life in water and part on land.
+It has moist skin.
+It makes eggs with no shells.
+A gray tree frog does not have all of the traits of a mammal. A gray tree frog is an amphibian.
+An African elephant has the following traits:
+It feeds its offspring milk.
+It has hair.
+An African elephant has the traits of a mammal. An African elephant is a mammal. | Hint: Mammals are a group of animals with similar traits. The following traits can be used to identify mammals:
+They feed their offspring milk.
+They have fur or hair. Observe the animals and read the descriptions."
+"Question: What do these two changes have in common?
+a banana getting ripe on the counter
+deep-frying chicken | Choices: [Both are chemical changes., Both are caused by cooling., Both are only physical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A banana getting ripe on the counter is a chemical change. As a banana ripens, the type of matter in it changes. The peel changes color and the inside becomes softer and sweeter.
+Deep-frying chicken is a chemical change. The heat causes the matter in the chicken to change. Cooked chicken and raw chicken are different types of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Cooking is caused by heating. But a banana getting ripe is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which greeting is correct for a letter? | Choices: [Dear ms. stewart,, Dear Ms. Stewart,] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Ms. Stewart is capitalized because it is a proper noun."
+"Question: Which logical fallacy is used in the text?
+Norma wants to play a guitar solo on our next recording. Her father is a horrible musician, though, so I doubt that Norma's any good either. | Choices: [guilt by association: a negative association intended to discredit someone or something, straw man: a misrepresentation of an opponent's position that makes it easier to argue against] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Norma must be a bad guitar player, because her father is a horrible musician. However, even though Norma's father is a horrible musician, that doesn't necessarily mean that Norma is as well. This illustrates a type of logical fallacy known as guilt by association."
+"Question: Complete the sentence.
+Tying a shoelace is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two ways matter can change.
+In a chemical change, the type of matter changes.
+Burning a piece of paper is a chemical change. The paper changes into ash and smoke.
+In a physical change, the type of matter stays the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+Ice melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. | Solution: Tying a shoelace is a physical change. The shoelace gets a different shape. But it is still made of the same type of matter."
+"Question: What is the source of the allusion in the sentence below?
+From the look on her face, Josie is carrying an albatross around her neck. | Choices: [the Bible, a poem] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion an albatross around her neck is a poem.
+In Samuel Taylor Coleridge's poem ""The Rime of the Ancient Mariner,"" a sailor shoots and kills an albatross, an action that curses the ship and crew. As his crew members die, the Ancient Mariner feels his guilt hanging like the albatross around his neck.
+The allusion an albatross around her neck means a burden a person must bear."
+"Question: Which is a simple sentence? | Choices: [I slept deeply all night long, but this morning I still feel tired., In 1900, the U.S. state with the largest population was New York.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the simple sentence. It is a single independent clause.
+In 1900, the U.S. state with the largest population was New York."
+"Question: What information supports the conclusion that Adam inherited this trait? | Choices: [Adam and his siblings all have naturally straight hair., Adam's biological mother often wears her naturally brown hair in a bun., Adam and his biological father have short hair.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Adam has naturally brown hair."
+"Question: Which letter opening is more formal? | Choices: [Dear Mr. Boyer,, Dear Andrew,] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first letter opening is more formal. It uses the recipient's personal title and last name. The other opening uses the recipient's first name, suggesting a more familiar relationship."
+"Question: What is the mass of an elephant? | Choices: [5,765 kilograms, 5,765 grams] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of an elephant is 5,765 kilograms.
+5,765 grams is too light. | Hint: Select the better estimate."
+"Question: Which holiday greeting is more formal? | Choices: [Happy 4th from the crew at Regan's., Best wishes for an enjoyable Independence Day from the entire staff at Regan's Cafe.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first holiday greeting is more formal. It uses more elevated language (Independence Day, the entire staff). The other holiday greeting uses casual language (happy 4 th, the crew) that is more familiar in tone."
+"Question: What does the personification in this text suggest?
+Jim tried to ignore his unfinished essay, but it glared at him from across the room. | Choices: [It bothered Jim that the essay wasn't finished., The essay was printed in large type.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind. | Solution: The text uses personification, giving human characteristics to nonhuman things.
+Glared at him suggests that it bothered Jim that the essay wasn't finished. The essay is like a person who is bothering Jim."
+"Question: What do these two changes have in common?
+tying a shoelace
+breaking a piece of glass | Choices: [Both are chemical changes., Both are only physical changes., Both are caused by heating., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Tying a shoelace is a physical change. The shoelace gets a different shape. But it is still made of the same type of matter.
+Breaking a piece of glass is a physical change. The glass gets broken into pieces. But each piece is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Does this passage describe the weather or the climate?
+The air was muggy and humid today where Bill lives. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+The air was muggy and humid today where Bill lives.
+Humidity is the amount of water in the air.
+This passage tells you about the humidity today where Bill lives. It describes the atmosphere at a certain place and time. So, this passage describes the weather."
+"Question: Using only these supplies, which question can Logan investigate with an experiment? | Choices: [Do cloth towels dry faster if they are hung in the laundry room or in the backyard?, When hung in the laundry room, do black cloth towels or white cloth towels dry more quickly?, Does a small cloth towel or a large cloth towel dry faster when hung in the backyard?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: After Logan cleans up a spill, he hangs a wet cloth towel in the laundry room. Two hours later, he notices that the towel has partially dried. He wonders what factors affect how cloth dries. So, he decides to design an experiment. He has the following supplies available:
+two identical white cloth towels
+water
+a clothesline in the laundry room
+a clothesline in the backyard"
+"Question: Select the one substance that is not a mineral. | Choices: [Turquoise is a solid. It is not made by living things., Wood is not a pure substance. It is a solid., Chrysotile is a pure substance. It is a solid.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Chrysotile is a mineral.
+Wood is not a pure substance. But all minerals are pure substances.
+So, wood is not a mineral.
+Turquoise is a mineral."
+"Question: What is the mass of a bicycle? | Choices: [23 pounds, 23 ounces, 23 tons] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a bicycle is 23 pounds.
+23 ounces is too light and 23 tons is too heavy. | Hint: Select the best estimate."
+"Question: What is the source of the allusion in the sentence below?
+When I learned the details of Pamela's Faustian bargain, I was in disbelief. | Choices: [literature, history] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Faustian bargain is literature.
+In a play by Christopher Marlowe based on the legend of Faust, a man strikes a deal with the devil. Disregarding the long-term consequences of his actions, he sells his soul in exchange for power.
+The allusion Faustian bargain means a compromise of one's values for personal gain."
+"Question: Which tense does the sentence use?
+Ben and Maria will swim in the warm pool. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, swim. The verb tells you about something that is going to happen."
+"Question: What is the source of the allusion in the sentence below?
+From the look on her face, Celine is carrying an albatross around her neck. | Choices: [a poem, Egyptian history] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion an albatross around her neck is a poem.
+In Samuel Taylor Coleridge's poem ""The Rime of the Ancient Mariner,"" a sailor shoots and kills an albatross, an action that curses the ship and crew. As his crew members die, the Ancient Mariner feels his guilt hanging like the albatross around his neck.
+The allusion an albatross around her neck means a burden a person must bear."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Lisa asked Annie to volunteer at the event, so her absence today is a surprise., Lisa asked Annie to volunteer at the event, so Annie's absence today is a surprise.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun her could refer to Lisa's or Annie's.
+The second answer choice shows a possible correction for the vague pronoun reference. Her has been replaced with Annie's.
+Lisa asked Annie to volunteer at the event, so Annie's absence today is a surprise."
+"Question: What does the verbal irony in this text suggest?
+According to Mr. Brock's kids, his snoring is as quiet as a jackhammer. | Choices: [The snoring is subtle., The snoring is loud.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As quiet as a jackhammer suggests that the snoring is loud. A jackhammer is not quiet, and neither is Mr. Brock's snoring."
+"Question: Would you find the word himself on a dictionary page with the following guide words?
+hot - hygiene | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since himself is not between the guide words hot - hygiene, it would not be found on that page."
+"Question: Which logical fallacy is used in the text?
+You may be impressed by Senator Holland's work with low-income communities, but the fact remains that he graduated from an elite university. He couldn't possibly empathize with low-income constituents. | Choices: [appeal to nature: the assumption that natural things are always good, guilt by association: a negative association intended to discredit someone or something, hasty generalization: a broad claim based on too few observations] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Senator Holland can't empathize with his low-income constituents because he went to an elite university. However, going to an elite university doesn't necessarily mean you're out of touch. This illustrates a type of logical fallacy known as guilt by association."
+"Question: Which word would you find on a dictionary page with the following guide words?
+map - midnight | Choices: [me, moose] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since me is between the guide words map - midnight, it would be found on that page."
+"Question: Which logical fallacy is used in the text?
+Don't try to tell me that you only watch educational programming, Christina! I know for a fact that your sister only watches reality television. | Choices: [circular reasoning: an argument that supports a claim with the claim itself, guilt by association: a negative association intended to discredit someone or something] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Christina must watch reality television, because her sister watches reality television. However, even though Christina's sister watches reality television, that doesn't necessarily mean that Christina does, too. This illustrates a type of logical fallacy known as guilt by association."
+"Question: Which tense does the sentence use?
+Anthony will read his book before bed. | Choices: [past tense, present tense, future tense] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, read. The verb tells you about something that is going to happen."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Lucy asked Rachel to volunteer at the event, so Rachel's absence today is a surprise., Lucy asked Rachel to volunteer at the event, so her absence today is a surprise.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun her could refer to Lucy's or Rachel's.
+The first answer choice shows a possible correction for the vague pronoun reference. Her has been replaced with Rachel's.
+Lucy asked Rachel to volunteer at the event, so Rachel's absence today is a surprise."
+"Question: What is the volume of a bathroom sink? | Choices: [10 liters, 10 milliliters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a bathroom sink is 10 liters.
+10 milliliters is too little. | Hint: Select the better estimate."
+"Question: Complete the sentence.
+A piece of apple turning brown is a (). | Choices: [physical change, chemical change] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+A change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. | Solution: A piece of apple turning brown is a chemical change. The apple reacts with oxygen in the air and turns into a different type of matter.
+If you scrape off the brown layer of the apple, the inside is still white. The inside hasn't touched the air. So the chemical change didn't happen to that part of the apple."
+"Question: What do these two changes have in common?
+mixing lettuce and salad dressing
+sewing an apron | Choices: [Both are caused by cooling., Both are chemical changes., Both are caused by heating., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Mixing lettuce and salad dressing is a physical change. Together, the salad and dressing make a mixture. But making this mixture does not form a different type of matter.
+Sewing an apron is a physical change. The fabric and thread that make up the apron get a new shape, but the type of matter in each of them does not change.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which logical fallacy is used in the text?
+Last year, the city of Greenpoint allocated more money to public parks. This year, however, littering increased, so the increase in park funding must have been responsible. | Choices: [appeal to nature: the assumption that natural things are always good, false causation: the assumption that because two things happened together, one caused the other] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that increased park funding was responsible for an increase in littering. However, even though littering increased after funding to parks was increased, that doesn't necessarily mean that the funding was responsible. This illustrates a type of logical fallacy known as false causation."
+"Question: Would you find the word league on a dictionary page with the following guide words?
+latch - loan | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since league is between the guide words latch - loan, it would be found on that page."
+"Question: Would you find the word pigeon on a dictionary page with the following guide words?
+peasant - punch | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since pigeon is between the guide words peasant - punch, it would be found on that page."
+"Question: Is the following trait inherited or acquired?
+Bella plays soccer. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play soccer. Instead, some people learn how to play soccer. Playing the sport takes practice. So, playing soccer is an acquired trait."
+"Question: Which tense does the sentence use?
+The doctor will use a stethoscope for this part. | Choices: [present tense, past tense, future tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, use. The verb tells you about something that is going to happen."
+"Question: Which correctly shows the title of a book? | Choices: [Black on White, black on white] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word on is not important, so it should not be capitalized.
+The correct title is Black on White."
+"Question: Select the living thing. | Choices: [cell phone, giant clam, paper airplane, clay] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
+All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
+All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: Clay is not a living thing.
+Clay does not have all of the traits of a living thing. It can be formed into different shapes, but it does not grow or respond to the world around it. It does not need food or water.
+A giant clam is a living thing.
+Giant clams grow and respond to their environment. They need food and water. Giant clams are made up of many cells.
+Giant clams are animals. They live in large shells that are attached to the ocean floor.
+A cell phone is not a living thing.
+A cell phone does not have all the traits of a living thing. It does many useful things, and even responds to the world around it. But it does not grow. It does not need food or water.
+A paper airplane is not a living thing.
+Paper airplanes do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water."
+"Question: What is the source of the allusion in the sentence below?
+Austin's Falstaffian nature makes him stand out at a party. | Choices: [Shakespeare, the Bible] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Falstaffian is Shakespeare.
+Sir John Falstaff, a comical character in several of William Shakespeare's plays, is known for his cheerful sociability and sometimes off-color humor.
+The allusion Falstaffian means characterized by joviality and enjoyment of food and drink."
+"Question: Which object has less thermal energy? | Choices: [a 200-gram baked potato at a temperature of 65°C, a 200-gram baked potato at a temperature of 35°C] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: The two baked potatoes have the same mass but different temperatures. Since the 35°C potato is colder than the 65°C potato, it has less thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: What kind of sentence is this?
+Keenan has never tried chocolate ice cream before, which I find astounding! | Choices: [exclamatory, interrogative, declarative] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence."
+"Question: Which is the most flexible? | Choices: [paper crane, bone, rock wall] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Flexible is a property. A flexible material can be bent without breaking easily.
+Look at each picture, one at a time. Imagine bending the material shown in each picture.
+Of the choices, the paper crane is the most flexible. If you bend paper, it will not break."
+"Question: What is the mass of a guitar? | Choices: [3 grams, 3 kilograms] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a guitar is 3 kilograms.
+3 grams is too light. | Hint: Select the better estimate."
+"Question: Which figure of speech is used in this text?
+The hum of the computer concerned Edmond. Was the problem with the power supply or the hard drive? | Choices: [metaphor, onomatopoeia] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses onomatopoeia, a word that expresses a sound.
+Hum represents the sound the computer was making."
+"Question: Which object has more thermal energy? | Choices: [a pot of spaghetti sauce at a temperature of 115°F, a pot of spaghetti sauce at a temperature of 105°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two pots of spaghetti sauce have the same mass but different temperatures. Since the 115°F pot of spaghetti sauce is hotter than the 105°F pot of spaghetti sauce, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Based on this information, what is this trout's phenotype for the body color trait? | Choices: [a greenish-brown body, a blue body] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine the rainbow trout's phenotype for the body color trait. First, consider the alleles in the trout's genotype for the body color gene. Then, decide whether these alleles are dominant or recessive.
+The allele for a blue body (b) is recessive to the allele for a greenish-brown body (B). This means B is a dominant allele, and b is a recessive allele.
+The rainbow trout's genotype of Bb has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the rainbow trout's phenotype for the body color trait must be a greenish-brown body. | Hint: In a group of rainbow trout, some individuals have a greenish-brown body and others have a blue body. In this group, the gene for the body color trait has two alleles. The allele for a blue body (b) is recessive to the allele for a greenish-brown body (B).
+A certain rainbow trout from this group has the heterozygous genotype Bb for the body color gene."
+"Question: What do these two changes have in common?
+a sidewalk heating up in the sun
+water vapor condensing on a bathroom mirror | Choices: [Both are only physical changes., Both are chemical changes., Both are caused by cooling., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A sidewalk heating up in the sun is a physical change. The temperature of the sidewalk goes up, but the sidewalk is still made of the same type of matter.
+Water vapor condensing on a bathroom mirror is a change of state. So, it is a physical change. The water changes state from gas in the air to liquid water on the mirror. But the water vapor and the liquid water are both made of water.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+A sidewalk getting warm in the sun is caused by heating. But water vapor condensing is not.
+Both are caused by cooling.
+Water vapor condensing is caused by cooling. But a sidewalk heating up in the sun is not."
+"Question: Does the sentence use a simile or a metaphor?
+Pete swam with ease across the swimming pool, like a dolphin. | Choices: [simile, metaphor] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: Pete swam with ease across the swimming pool, like a dolphin.
+The words Pete and dolphin are compared using the word like. So, the sentence uses a simile."
+"Question: What does this Works Cited entry indicate about the cited work?
+Lee, Menelik, and Nicholas Kenney. ""Pregnancy Following Endometrial Ablation Resulting in Subtotal Hysterectomy under Spinal Anaesthesia – A Case Report."" Medical Case Studies 4.2 (2013): 13–14. Web. 14 Sept. 2014. | Choices: [It is a newspaper article., It is a web page., It is a journal article.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: reference-skills | Skill: Understand a Works Cited entry (MLA 7th edition) | Lecture: When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.
+Below are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.
+Books:
+Format | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.
+Example | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.
+Essays, short stories, or poems in an anthology or book:
+Format | Author(s). ""Essay, Poem, or Short Story Title."" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.
+Example | James, Henry. ""The Middle Years."" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.
+Magazine and newspaper articles:
+Format | Author(s). ""Article Title."" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.
+Example | Hayes, David J., and James H. Stock. ""The Real Cost of Coal."" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.
+Journal articles:
+Format | Author(s). ""Article Title."" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.
+Example | Gillette, Jane, et al. ""Human Simulations of Vocabulary Learning."" Cognition 73.2 (1999): 135-176. Print.
+Web pages:
+Format | Author(s). ""Page Title."" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.
+Example | Gunn, Janelle P., and Lauren E. Owens. ""How to Slash Sodium from Your Diet."" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.
+Additional guidelines:
+Author Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by ""et al.,"" which stands for and others (e.g., Smith, Jane, et al.).
+Medium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are ""Print"" and ""Web,"" but other possibilities include ""Film,"" ""E-mail,"" and ""Lecture."" Whenever the Medium of Publication is ""Web,"" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.
+Editors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. ""Ed."" stands for edited by. ""Trans."" stands for translated by.
+Missing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation ""n. pag."" is used instead. If a work has no available publication date, the abbreviation ""n.d."" is used instead. If a work has no available publisher or no available city of publication, the abbreviation ""n.p."" is used instead.
+ | Solution: Look closely at the Works Cited entry:
+Lee, Menelik, and Nicholas Kenney. ""Pregnancy Following Endometrial Ablation Resulting in Subtotal Hysterectomy under Spinal Anaesthesia – A Case Report."" Medical Case Studies 4.2 (2013): 13–14. Web. 14 Sept. 2014.
+You can tell that the cited work is a journal article because of the entry's formatting. Journal articles always include the article title in quotation marks, the name of the journal in italics, and the volume and issue number separated by a period. Journal articles also include the year of publication in parentheses followed by the article's page numbers."
+"Question: Which logical fallacy is used in the text?
+Frankly, most science fiction is poorly written. I read a science fiction novel once, and it was garbage, so I've avoided the genre ever since. | Choices: [hasty generalization: a broad claim based on too few observations, appeal to nature: the assumption that natural things are always good, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that science fiction is of poor quality because one science fiction novel was poorly written. However, one novel does not necessarily reflect the whole genre. This illustrates a type of logical fallacy known as a hasty generalization."
+"Question: Which figure of speech is used in this text?
+I've heard that Kinsley & Co. is downsizing, so I'm happy to see that their store in downtown Greenville will remain open for now. | Choices: [hyperbole, euphemism] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Downsizing is an indirect way of saying that the company is planning on firing employees, closing shops or branches, and/or reducing its budget."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Mrs. Wong,, Dear Mrs. wong,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Mrs. Wong is capitalized because it is a proper noun."
+"Question: Which water balloon has less thermal energy? | Choices: [the colder water balloon, the hotter water balloon] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two water balloons are made of the same material and have the same mass. So, the colder water balloon has less thermal energy. | Hint: Two water balloons are identical except for their temperatures."
+"Question: What is the mass of a can of soup? | Choices: [500 kilograms, 500 grams] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a can of soup is 500 grams.
+500 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: What is the source of the allusion in the sentence below?
+When I learned the details of Cara's Faustian bargain, I was in disbelief. | Choices: [history, literature] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Faustian bargain is literature.
+In a play by Christopher Marlowe based on the legend of Faust, a man strikes a deal with the devil. Disregarding the long-term consequences of his actions, he sells his soul in exchange for power.
+The allusion Faustian bargain means a compromise of one's values for personal gain."
+"Question: Which tense does the sentence use?
+Mom will pitch the ball to Javier. | Choices: [past tense, future tense, present tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, pitch. The verb tells you about something that is going to happen."
+"Question: Which logical fallacy is used in the text?
+I can't believe you'd hire Jacob Blair to watch your dog! Did you know that his friend adopted a dog but then took it back to the shelter after just one week? | Choices: [guilt by association: a negative association intended to discredit someone or something, hasty generalization: a very broad claim based on very little evidence] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Jacob must be an irresponsible dog owner, because his friend was an irresponsible dog owner. However, even though Jacob's friend was irresponsible, that doesn't necessarily mean that Jacob is also irresponsible. This illustrates a type of logical fallacy known as guilt by association."
+"Question: What kind of sentence is this?
+Mr. Hickman gave a lecture on water conservation, during which he stressed the importance of not watering lawns during a drought. | Choices: [exclamatory, interrogative, declarative] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence tells about something, and it ends with a period. It is a declarative sentence."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her word choice?
+Skiing is the most exhilarating sport in the world. I learned to ski when I was three years old and started to ski competitively when I was nine. The beginning of a ski race is the most tense. I hear the sound of the start gates opening and feel the air as I start down the course. Then I am rushing down the hill. When the finish line is in sight, I push myself harder. When I win, I feel triumphant! | Choices: [by including more figurative language, by using words with more appropriate connotations, by fixing misused words] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her word choice by including more figurative language.
+For example, the writer could make the writing more vivid and engaging by replacing the underlined phrases with these figurative expressions: buzzes with intensity, the thud of, feel the wind like a smack in the face, flying down the hill like a hawk, and rev my engines.
+Skiing is the most exhilarating sport in the world. I learned to ski when I was three years old and started to ski competitively when I was nine. The beginning of a ski race is the most tense. I hear the sound of the start gates opening and feel the air as I start down the course. Then I am rushing down the hill. When the finish line is in sight, I push myself harder. When I win, I feel triumphant!"
+"Question: What is the source of the allusion in the sentence below?
+Bryce picked up his pace on the trail as his spidey sense began to tingle. | Choices: [a comic book, a song] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion spidey sense is a comic book.
+The comic book superhero Spider-Man possesses a spidey sense that warns him of impending trouble.
+The allusion spidey sense means a sense of danger coming."
+"Question: Which is a simple sentence? | Choices: [The baseball player swings wildly at the baseball., The campers quietly watched the animals, but the shy deer ran away.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the simple sentence. It has one subject and predicate.
+The baseball player swings wildly at the baseball."
+"Question: Suppose Neil decides to watch the comedy. Which result would be a cost? | Choices: [Neil will get to watch the movie that he is more excited about., Neil will give up the chance to watch a movie with his sister.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Neil wants or needs:
+Neil will give up the chance to watch a movie with his sister. | Hint: Neil is deciding whether to watch a comedy or an action movie. He would prefer to watch a comedy. But he also wants to watch a movie with his sister. Neil's sister will only watch an action movie."
+"Question: What do these two changes have in common?
+a copper statue turning green
+a log decomposing in the woods | Choices: [Both are only physical changes., Both are chemical changes., Both are caused by heating., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A copper statue turning green is a chemical change. The copper reacts with oxygen in the air. This reaction forms a different type of matter called copper oxide. The copper oxide is green.
+The breakdown of plant and animal matter by organisms such as fungi and earthworms is called decomposition. A log decomposing in the woods is a chemical change.
+As the log breaks down, the type of matter in it changes. Over time, the log becomes softer and has a different smell.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which tense does the sentence use?
+Mr. Livingston will deliver the envelope to Rob. | Choices: [future tense, past tense, present tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, deliver. The verb tells you about something that is going to happen."
+"Question: Is the following trait inherited or acquired?
+Cora has naturally pale skin. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Humans do not choose their skin color. Babies get their skin color from their parents. So, Cora's skin color is an inherited trait. | Hint: Hint: Humans are born with their skin color."
+"Question: Compare the motion of three speedboats. Which speedboat was moving at the lowest speed? | Choices: [a speedboat that moved 290miles east in 10hours, a speedboat that moved 460miles west in 10hours, a speedboat that moved 645miles north in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each speedboat moved and the time it took to move that distance. The direction each speedboat moved does not affect its speed.
+Notice that each speedboat moved for 10 hours. The speedboat that moved 290 miles moved the shortest distance in that time. So, that speedboat must have moved at the lowest speed."
+"Question: What is the source of the allusion in the sentence below?
+Kimi had her fifteen minutes when her video of kayaking with dolphins went viral. | Choices: [modern history, a song] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion fifteen minutes is modern history.
+In a catalog that accompanied an exhibit of his work, pop artist Andy Warhol said, ""In the future, everybody will be world-famous for fifteen minutes,"" meaning that fame would be briefly available even to those who did nothing spectacular.
+The allusion fifteen minutes means a temporary moment of celebrity status."
+"Question: Compare the motion of two speed walkers. Which speed walker was moving at a lower speed? | Choices: [a speed walker who moved 70kilometers in 10hours, a speed walker who moved 75kilometers in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each speed walker moved and the time it took to move that distance.
+One speed walker moved 70 kilometers in 10 hours.
+The other speed walker moved 75 kilometers in 10 hours.
+Notice that each speed walker spent the same amount of time moving. The speed walker who moved 70 kilometers moved a shorter distance in that time. So, that speed walker must have moved at a lower speed."
+"Question: Which text uses the word peruse in its traditional sense? | Choices: [Greg perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift., Greg perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses peruse in its traditional sense: to examine in detail.
+Greg perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift.
+The second text uses peruse in its nontraditional sense: to look through in a casual manner.
+Greg perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly.
+Most style guides recommend to use the traditional sense of the word peruse because it is considered more standard."
+"Question: Which sentence states a fact? | Choices: [Serena Williams was too young when she started playing tennis., Serena Williams began playing tennis when she was four years old.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
+The flag of the United States has 13 stripes.
+This is a fact. It can be proved by looking at the flag and counting the number of stripes.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+The flag of the United States is easy to draw.
+This is an opinion. People may have different opinions about what makes a flag ""easy"" to draw. | Solution: The second sentence states a fact.
+Serena Williams began playing tennis when she was four years old.
+It can be proved by reading a book or an article about Serena Williams.
+The first sentence states an opinion.
+Serena Williams was too young when she started playing tennis.
+Too young shows what a person believes, thinks, or feels. Another person might have a different opinion about how young is too young."
+"Question: Complete the sentence so that it uses personification.
+Even through my heavy parka, I could still feel the icy () of winter. | Choices: [weather, fingers] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word fingers. It describes winter as if it were a person with fingers."
+"Question: How long is a hammer? | Choices: [20 millimeters, 20 centimeters, 20 kilometers, 20 meters] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a hammer is 20 centimeters.
+20 millimeters is too short. 20 meters and 20 kilometers are too long. | Hint: Select the best estimate."
+"Question: Two paper towels have the same temperature but different masses. Which towel has more thermal energy? | Choices: [the paper towel with less mass, the paper towel with more mass] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two paper towels have the same temperature and are made of the same type of matter. So, the paper towel with more mass has more thermal energy. | Hint: The objects are made of the same type of matter."
+"Question: Which figure of speech is used in this text?
+The inmates of my cottage, all at rest,
+Have left me to that solitude, which suits
+Abstruser musings. . .
+—Samuel Taylor Coleridge, ""Frost at Midnight"" | Choices: [apostrophe, assonance] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses assonance, the repetition of a vowel sound in a series of nearby words.
+The words solitude, suits, abstruser, and musings share a vowel sound."
+"Question: What is the source of the allusion in the sentence below?
+Jacob got off the mountain by the skin of his teeth. | Choices: [U.S. history, the Bible] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion by the skin of his teeth is the Bible.
+In the Bible, Job complains to God about his hardships, saying that both strangers and those he loves have turned against him. He says, ""My bone cleaveth to my skin and to my flesh, and I am escaped with the skin of my teeth."" Scholars have long debated the exact meaning of the phrase, but many claim that Job is saying that he narrowly escaped death.
+The allusion by the skin of his teeth means just barely."
+"Question: Suppose Shelby decides to eat the sugar cookies. Which result would be a cost? | Choices: [Shelby will get to eat the sugar cookies. Shelby thinks sugar cookies will taste better than grapes would have., Shelby will give up the chance to eat the grapes. The grapes would have been healthier than the sugar cookies.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Shelby wants or needs:
+Shelby will give up the chance to eat the grapes. The grapes would have been healthier than the sugar cookies. | Hint: Shelby is deciding whether to eat grapes or sugar cookies for an afternoon snack. She would like to eat something tasty, but she is also trying to be healthier."
+"Question: Which banana has less thermal energy? | Choices: [the hotter banana, the colder banana] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 1-kilogram brick at 70°F has half as much thermal energy as a 2-kilogram brick at 70°F. The two bricks have the same temperature, but the smaller brick has half as many atoms. So, it has half as much thermal energy. | Solution: The two bananas are made of the same material and have the same mass. So, the colder banana has less thermal energy. | Hint: Two bananas are identical except for their temperatures."
+"Question: Does this passage describe the weather or the climate?
+Morning clouds usually clear up by noon where Estelle lives. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Morning clouds usually clear up by noon where Estelle lives.
+This passage tells you about the usual pattern of clouds where Estelle lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: What information supports the conclusion that Joy acquired this trait? | Choices: [Joy's scar was caused by an accident. She cut her leg when she was climbing a tree., Some scars fade more quickly than others.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Joy has a scar on her left leg."
+"Question: What is the source of the allusion in the sentence below?
+Rodrigo's Falstaffian nature makes him stand out at a party. | Choices: [Greek mythology, Shakespeare] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Falstaffian is Shakespeare.
+Sir John Falstaff, a comical character in several of William Shakespeare's plays, is known for his cheerful sociability and sometimes off-color humor.
+The allusion Falstaffian means characterized by joviality and enjoyment of food and drink."
+"Question: Suppose Will decides to join the Photography Club. Which result would be a cost? | Choices: [Will will have more fun in the Photography Club than he would have had in the Theater Club., Will will spend more time in the Photography Club than he would have spent in the Theater Club.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Will wants or needs:
+Will will spend more time in the Photography Club than he would have spent in the Theater Club. | Hint: Will is deciding whether to join the Photography Club or the Theater Club at school. He wants the club he joins to be fun. But he doesn't want it to take up too much time."
+"Question: Which organ lets you think? | Choices: [heart, muscles, brain] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Human organs and their functions | Lecture: nan | Solution: nan"
+"Question: What is the temperature of a cup of hot coffee? | Choices: [140°F, 140°C] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Estimate temperatures | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
+212°F | Water boils | 100°C
+98.6°F | Body temperature | 37°C
+68°F | Room temperature | 20°C
+32°F | Water freezes | 0°C
+ | Solution: The better estimate for the temperature of a cup of hot coffee is 140°F.
+140°C is too hot. | Hint: Select the better estimate."
+"Question: Cole starts to pull the wagon across the yard. To move the wagon at the same speed each time, which friend does Cole need to pull with a larger force? | Choices: [a friend who weighs 26 pounds, a friend who weighs 33 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the friend who is heavier.
+A friend who weighs 33 pounds is heavier than a friend who weighs 26 pounds. So, to move the wagon at the same speed each time, Cole needs to use a larger force to start moving the wagon with a friend who weighs 33 pounds. | Hint: Cole gives two friends a ride in his wagon. One friend sits in the wagon at a time."
+"Question: What is the source of the allusion in the sentence below?
+David dropped out of college to travel the world, but a year later, the prodigal son returned home and re-enrolled. | Choices: [the Bible, British history] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion prodigal son is the Bible.
+In a Biblical parable, the prodigal son irresponsibly spends the inheritance given to him by his father. When he returns home, he expects to be shamed, but his father forgives him.
+The allusion prodigal son means a person who behaves recklessly but later makes a repentant return."
+"Question: Select the one animal that has all of the mammal traits listed above. | Choices: [Common toads have moist skin covered in lumps. These lumps are sometimes called warts, and they are a normal part of the toad's skin. Common toads hatch from eggs with no shells. The tadpoles live underwater. Adult toads live in holes or under leaves on land., Female black-capped squirrel monkeys carry their offspring on their backs. They also feed their offspring milk. Adult squirrel monkeys eat fruit and insects.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Mammals have the following traits:
+They feed their offspring milk.
+They have fur or hair.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A black-capped squirrel monkey has the following traits:
+It feeds its offspring milk.
+It has fur.
+A black-capped squirrel monkey has the traits of a mammal. A black-capped squirrel monkey is a mammal.
+A common toad has the following traits:
+It spends part of its life in water and part on land.
+It has moist skin.
+It makes eggs with no shells.
+A common toad does not have all of the traits of a mammal. A common toad is an amphibian. | Hint: Mammals are a group of animals with similar traits. The following traits can be used to identify mammals:
+They feed their offspring milk.
+They have fur or hair. Observe the animals and read the descriptions."
+"Question: Which sentence states a fact? | Choices: [The ancient Maya people believed that chocolate was the food of the gods., The ancient Maya people of Central America had some peculiar ideas about chocolate.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
+The flag of the United States has 13 stripes.
+This is a fact. It can be proved by looking at the flag and counting the number of stripes.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+The flag of the United States is easy to draw.
+This is an opinion. People may have different opinions about what makes a flag ""easy"" to draw. | Solution: The first sentence states a fact.
+The ancient Maya people believed that chocolate was the food of the gods.
+It can be proved by looking in books about Mayan beliefs.
+The second sentence states an opinion.
+The ancient Maya people of Central America had some peculiar ideas about chocolate.
+Peculiar shows what a person believes, thinks, or feels. Another person might have a different opinion about what is peculiar."
+"Question: Using only these supplies, which question can Anthony investigate with an experiment? | Choices: [When hung in the laundry room, do black cloth towels or white cloth towels dry more quickly?, Does a small cloth towel or a large cloth towel dry faster when hung in the backyard?, Do cloth towels dry faster if they are hung in the laundry room or in the backyard?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: After Anthony cleans up a spill, he hangs a wet cloth towel in the laundry room. Two hours later, he notices that the towel has partially dried. He wonders what factors affect how cloth dries. So, he decides to design an experiment. He has the following supplies available:
+two identical white cloth towels
+water
+a clothesline in the laundry room
+a clothesline in the backyard"
+"Question: Which word is not like the others? | Choices: [cabin, apartment, lake, house] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: vocabulary | Skill: Which word is not like the others? | Lecture: Some words are alike. They go together in a group.
+Red, blue, and green go together. They are colors.
+Mom, dad, grandma, and grandpa go together. They are people in a family. | Solution: House, apartment, and cabin go together. They are places to live. Lake is not a place to live, so it is not like the other words."
+"Question: How long is a pen? | Choices: [17 centimeters, 17 kilometers] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?
+The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.
+There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.
+There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. | Solution: The better estimate for the length of a pen is 17 centimeters.
+17 kilometers is too long. | Hint: Select the better estimate."
+"Question: What is the mass of a full box of cereal? | Choices: [24 ounces, 24 pounds, 24 tons] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a full box of cereal is 24 ounces.
+24 pounds and 24 tons are both too heavy. | Hint: Select the best estimate."
+"Question: Complete the sentence.
+Cutting an apple is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two ways matter can change.
+In a chemical change, the type of matter changes.
+Burning a piece of paper is a chemical change. The paper changes into ash and smoke.
+In a physical change, the type of matter stays the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+Ice melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. | Solution: Cutting an apple is a physical change. The apple gets a different shape. But it is still made of the same type of matter as the uncut apple."
+"Question: What does this Works Cited entry indicate about the cited work?
+Hille, Karl, Ed. ""A Hubble Sweep of the Dust Filaments of NGC 4217."" Hubble. NASA, 27 Jan. 2015. Web. 1 May 2015. | Choices: [Hubble is the title of the web page., ""A Hubble Sweep of the Dust Filaments of NGC 4217"" is the title of the web page., NASA is the title of the web page.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: reference-skills | Skill: Understand a Works Cited entry (MLA 7th edition) | Lecture: When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.
+Below are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.
+Books:
+Format | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.
+Example | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.
+Essays, short stories, or poems in an anthology or book:
+Format | Author(s). ""Essay, Poem, or Short Story Title."" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.
+Example | James, Henry. ""The Middle Years."" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.
+Magazine and newspaper articles:
+Format | Author(s). ""Article Title."" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.
+Example | Hayes, David J., and James H. Stock. ""The Real Cost of Coal."" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.
+Journal articles:
+Format | Author(s). ""Article Title."" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.
+Example | Gillette, Jane, et al. ""Human Simulations of Vocabulary Learning."" Cognition 73.2 (1999): 135-176. Print.
+Web pages:
+Format | Author(s). ""Page Title."" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.
+Example | Gunn, Janelle P., and Lauren E. Owens. ""How to Slash Sodium from Your Diet."" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.
+Additional guidelines:
+Author Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by ""et al.,"" which stands for and others (e.g., Smith, Jane, et al.).
+Medium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are ""Print"" and ""Web,"" but other possibilities include ""Film,"" ""E-mail,"" and ""Lecture."" Whenever the Medium of Publication is ""Web,"" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.
+Editors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. ""Ed."" stands for edited by. ""Trans."" stands for translated by.
+Missing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation ""n. pag."" is used instead. If a work has no available publication date, the abbreviation ""n.d."" is used instead. If a work has no available publisher or no available city of publication, the abbreviation ""n.p."" is used instead.
+ | Solution: Look closely at the Works Cited entry:
+Hille, Karl, Ed. ""A Hubble Sweep of the Dust Filaments of NGC 4217."" Hubble. NASA, 27 Jan. 2015. Web. 1 May 2015.
+You can tell that ""A Hubble Sweep of the Dust Filaments of NGC 4217"" is the title of the web page because it appears in quotation marks."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her sentence fluency?
+If you want to improve your life, consider exercise. Exercise does more than just help to build stamina and strength. It can help you control your weight. It can also reduce your chances of getting a serious illness, helping ward off a variety of conditions, such as arthritis, heart disease, high blood pressure, high cholesterol, loss of muscle mass, osteoporosis (bone loss), stroke, and type 2 diabetes. It can improve your mood by releasing endorphins and lowering stress levels, decreasing the likelihood of depression and anxiety. Exercise can even help you sleep better. For these reasons, people should aim to exercise every day. | Choices: [by varying sentence length, by varying the beginnings of sentences, by using more complex sentence structures] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her sentence fluency by varying the beginnings of sentences.
+For example, the writer could revise the underlined text.
+If you want to improve your life, consider exercise. Exercise does more than just help to build stamina and strength. It can help you control your weight. It can also reduce your chances of getting a serious illness, helping ward off a variety of conditions, such as arthritis, heart disease, high blood pressure, high cholesterol, loss of muscle mass, osteoporosis (bone loss), stroke, and type 2 diabetes. It can improve your mood by releasing endorphins and lowering stress levels, decreasing the likelihood of depression and anxiety. Exercise can even help you sleep better. For these reasons, people should aim to exercise every day."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [If Ron doesn't know how to make homemade waffles, he can find the recipe in the cookbook., If Ron doesn't know how to make homemade waffles, he can find it in the cookbook.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.
+The second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the recipe.
+If Ron doesn't know how to make homemade waffles, he can find the recipe in the cookbook."
+"Question: Which sentence uses a metaphor? | Choices: [The ripe tomatoes were like small red balloons., The ripe tomatoes were small red balloons.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: This sentence uses a metaphor:
+The ripe tomatoes were small red balloons.
+The words tomatoes and balloons are compared without the word like or as.
+This sentence uses a simile:
+The ripe tomatoes were like small red balloons.
+The words tomatoes and balloons are compared using the word like."
+"Question: Select the one true statement. | Choices: [The cell wall gives a plant cell its fixed shape., The endoplasmic reticulum breaks down sugar to release energy that an animal cell can use., Chloroplasts are inside the nucleus of a plant cell.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Compare cells and cell parts | Lecture: nan | Solution: nan"
+"Question: Which text uses the word random in its traditional sense? | Choices: [Kinsley made a random trip to the grocery store, though her kitchen was already stocked with a hodgepodge of food., At the grocery store, Kinsley hastily grabbed fruits and vegetables at random, filling her shopping cart with a hodgepodge of food.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses random in its traditional sense: made or occurring without a definite pattern.
+At the grocery store, Kinsley hastily grabbed fruits and vegetables at random, filling her shopping cart with a hodgepodge of food.
+The second text uses random in its nontraditional sense: odd or out of place.
+Kinsley made a random trip to the grocery store, though her kitchen was already stocked with a hodgepodge of food.
+Most style guides recommend to avoid using the nontraditional sense of the word random because it is generally considered incorrect."
+"Question: Select the animal. | Choices: [Basil has green leaves., Piranhas eat animals.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: Basil is a plant. It has green leaves.
+Basil leaves are used in cooking.
+A piranha is an animal. It eats other animals.
+Piranhas are fish with sharp teeth. A group of piranhas can eat an animal as large as a cow!"
+"Question: Below are three examples of using energy from natural resources. Select the use of energy that did not add to air pollution. | Choices: [A pellet stove burned pellets made from wood., An airplane's engines burned jet fuel made from petroleum oil., Wind moved a sailboat across the water.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: earth-science | Skill: Evaluate natural energy sources | Lecture: Humans have invented many ways to use natural resources. We use energy from natural resources in our daily activities, including cooking food, moving objects, and powering machines.
+Some ways of using natural resources for energy add to air pollution, and others do not.
+Wood, oil, and coal are examples of natural resources that are fuels. Burning a fuel provides energy. But it also releases chemicals that can be harmful to our health and to the environment. These chemicals add to air pollution.
+Sunlight, wind, and water are natural resources that can provide energy. Using energy from the Sun, wind, or water does not burn material. These uses of energy do not release chemicals that add to air pollution. | Solution: nan | Hint: Humans have invented many ways to use energy from natural resources. Some of these uses of energy add to air pollution, and others do not.
+Hint: Burning a material such as wood, oil, or coal releases chemicals that add to air pollution."
+"Question: What does the verbal irony in this text suggest?
+""Someone had better turn on the heat,"" Anna said, sweat glistening on her face. | Choices: [The temperature was too warm., The temperature was just right.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Someone had better turn on the heat ironically suggests that the temperature was too warm. Anna did not think that more heat was needed; she was already sweating."
+"Question: What is the source of the allusion in the sentence below?
+When I left, the kittens were all peacefully sleeping on my bed. When I returned, it was Lord of the Flies. | Choices: [literature, the Bible] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Lord of the Flies is literature.
+In William Golding's 1954 novel Lord of the Flies, a group of schoolboys survive a plane crash on a remote island and separate into violent, warring factions.
+The allusion Lord of the Flies means a barbarous rivalry."
+"Question: Which is the bumpiest? | Choices: [paper bag, asphalt road, cotton shirt] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Bumpy is a property. A bumpy material is covered in lumps and bumps. It is not flat or smooth.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the asphalt road is the bumpiest. If you touch an asphalt road, it will feel lumpy and bumpy."
+"Question: Using only these supplies, which question can Manuel investigate with an experiment? | Choices: [Does a big toy car go down the wooden ramp faster than a small toy car?, Do toy cars with plastic wheels go faster down the cardboard ramp than toy cars with metal wheels?, Do toy cars go faster down the ramp made of wood or the ramp made of cardboard?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Manuel and his sister are building ramps to race their toy cars down. Manuel notices that the cars go down some of the ramps faster than others. He wonders what factors affect the cars' speed. So, he decides to design an experiment. He has the following supplies available:
+two identical toy cars
+a wooden ramp three feet long and two feet tall
+a cardboard ramp three feet long and two feet tall"
+"Question: Which word would you find on a dictionary page with the following guide words?
+vanish - vibrate | Choices: [vessel, volley] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since vessel is between the guide words vanish - vibrate, it would be found on that page."
+"Question: How long is a hammer? | Choices: [10 feet, 10 miles, 10 inches, 10 yards] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a hammer is 10 inches.
+10 feet, 10 yards, and 10 miles are all too long. | Hint: Select the best estimate."
+"Question: Select the plant. | Choices: [Mango trees have many leaves., Vultures eat mammals and birds.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A vulture is an animal. It eats mammals and birds.
+Vultures usually do not hunt live animals. They eat animals that are already dead! This behavior is called scavenging.
+A mango tree is a plant. It has many green leaves.
+Mango trees can grow to over 100 feet tall!"
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Jim, did you ask them if the flu vaccination is available yet?, Jim, did you ask the nurses if the flu vaccination is available yet?] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun them is used without its antecedent.
+The second answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the nurses.
+Jim, did you ask the nurses if the flu vaccination is available yet?"
+"Question: Is baking a cake a good or a service? | Choices: [a service, a good] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether baking a cake is a good or a service, ask these questions:
+Is baking a cake something you can touch? No.
+Is baking a cake a job you might pay someone else to do? Yes.
+So, baking a cake is a service."
+"Question: Which word is not like the others? | Choices: [nice, big, tall, short] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: vocabulary | Skill: Which word is not like the others? | Lecture: Some words are alike. They go together in a group.
+Red, blue, and green go together. They are colors.
+Mom, dad, grandma, and grandpa go together. They are people in a family. | Solution: Short, big, and tall go together. They are size words. Nice is not a size word, so it is not like the other words."
+"Question: Which closing is correct for a letter? | Choices: [Thank you,
+Oliver, thank you,
+Oliver] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which logical fallacy is used in the text?
+Reggie, the company you work for just filed for bankruptcy! How can I trust you with our money? | Choices: [straw man: a misrepresentation of an opponent's position that makes it easier to argue against, guilt by association: a negative association intended to discredit someone or something] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Reggie must be fiscally irresponsible, because he works for a company that went bankrupt. However, even though his company is perceived as fiscally irresponsible, that doesn't necessarily mean that Reggie is, too. This illustrates a type of logical fallacy known as guilt by association."
+"Question: Which word is not like the others? | Choices: [snow, sun, rain, house] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: vocabulary | Skill: Which word is not like the others? | Lecture: Some words are alike. They go together in a group.
+Red, blue, and green go together. They are colors.
+Mom, dad, grandma, and grandpa go together. They are people in a family. | Solution: Rain, sun, and snow go together. They are weather words. House is not a weather word, so it is not like the other words."
+"Question: Which logical fallacy is used in the text?
+Maya should either stop reading those sappy paranormal romance novels or finally admit that she doesn't believe in empowering women. | Choices: [false dichotomy: an argument that presents only two choices when more options exist, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, circular reasoning: an argument that supports a claim with the claim itself] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Maya either must give up reading a certain type of book or admit she doesn't believe in female empowerment. However, someone can both enjoy reading paranormal romance books and also believe in empowering women. This illustrates a type of logical fallacy known as a false dichotomy."
+"Question: How long does it take to blow your nose? | Choices: [3 seconds, 3 minutes] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to blow your nose is 3 seconds.
+3 minutes is too slow. | Hint: Select the better estimate."
+"Question: All organisms need food for energy. But how does an organism's body actually get energy out of food?
+Select the true statement. | Choices: [Cells usually take in large food molecules., Molecules from food can provide energy to cells.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Understanding the chemistry of cellular respiration | Lecture: nan | Solution: nan | Hint: Food supplies an organism with many small, energy-rich molecules. These molecules are taken in by the organism's cells. Inside cells, the molecules from food are broken down to release energy that cells can use. This energy powers cell processes that allow the entire organism to grow and live."
+"Question: Select the one substance that is not a rock. | Choices: [Basalt is not made by living things. It is not a pure substance., Quartzite is not a pure substance. It is a solid., Candle wax is made by humans. It is not a pure substance.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify rocks using properties | Lecture: Rocks are made of minerals. Here are some properties of rocks:
+They are solid.
+They are formed in nature.
+They are not made by living things.
+They are not pure substances. | Solution: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.
+Basalt is a rock.
+Quartzite is a rock.
+Candle wax is made by humans. But rocks are not made by living things.
+So, candle wax is not a rock."
+"Question: What is the mass of a full box of cereal? | Choices: [465 kilograms, 465 grams] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a full box of cereal is 465 grams.
+465 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her word choice?
+One concern in sports is the risk of concussion, or brain injury. If you hit your head on the field, how do you know whether you have a concussion? Some possible signs are feeling dizzy or headachy for more than a few minutes, having blurred vision, and barfing or feeling like barfing. You might also have trouble thinking or concentrating, feel spaced out or unusually blubbery, or jabber in a way that doesn't make sense. If you have any of these symptoms, see a doctor right away. | Choices: [by including more figurative language, by fixing misused words, by avoiding overly informal language] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her word choice by avoiding overly informal language.
+For example, the writer could replace the underlined text with more formal words, such as vomiting, confused, emotional, and talk.
+One concern in sports is the risk of concussion, or brain injury. If you hit your head on the field, how do you know whether you have a concussion? Some possible signs are feeling dizzy or headachy for more than a few minutes, having blurred vision, and barfing or feeling like barfing. You might also have trouble thinking or concentrating, feel spaced out or unusually blubbery, or jabber in a way that doesn't make sense. If you have any of these symptoms, see a doctor right away."
+"Question: What do these two changes have in common?
+peeling a banana
+breaking a plate | Choices: [Both are chemical changes., Both are only physical changes., Both are caused by cooling., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Peeling a banana is a physical change. The peel is not covering the rest of the fruit anymore. But both the peel and the banana are still made of the same type of matter as before.
+Breaking a plate is a physical change. The plate gets broken into pieces. But each piece is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which change better matches the sentence?
+The trees on a hill catch fire after a storm. | Choices: [volcanic eruption, wildfire] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: earth-science | Skill: Classify changes to Earth's surface | Lecture: nan | Solution: nan"
+"Question: What information supports the conclusion that Sam acquired this trait? | Choices: [Sam won a competition at his school with his jump rope tricks., Sam's sister taught him how to do tricks with a jump rope., Sam has three jump ropes, each made of a different material.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Sam knows how to do tricks with a jump rope."
+"Question: How long does it take to go for a walk with a dog? | Choices: [12 seconds, 12 minutes] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to go for a walk with a dog is 12 minutes.
+12 seconds is too fast. | Hint: Select the better estimate."
+"Question: Which logical fallacy is used in the text?
+Mom, of course you can trust me to stay home alone while you go out of town. I mean, did you raise a good kid, or one who can't be trusted? | Choices: [appeal to nature: the assumption that natural things are always good, false dichotomy: an argument that presents only two choices when more options exist, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that the speaker's mom raised either a good child or one who can't be trusted. However, it's not a black-and-white situation. For instance, a good kid can still make mistakes. This illustrates a type of logical fallacy known as a false dichotomy."
+"Question: Would you find the word ostrich on a dictionary page with the following guide words?
+of - oh | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since ostrich is not between the guide words of - oh, it would not be found on that page."
+"Question: Complete the statement.
+Ferrous oxide is (). | Choices: [an elementary substance, a compound] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
+A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
+Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
+The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one atomic symbol.
+The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
+For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple atomic symbols.
+The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | Solution: You can tell whether ferrous oxide is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for ferrous oxide, FeO, contains two atomic symbols: Fe for iron and O for oxygen. So, the formula tells you that ferrous oxide is composed of two chemical elements bonded together.
+Since ferrous oxide is composed of multiple chemical elements bonded together, ferrous oxide is a compound. | Hint: Ferrous oxide makes up about 10% of the mantle, one of the layers beneath Earth's surface. The chemical formula for ferrous oxide is FeO."
+"Question: Complete the sentence so that it uses personification.
+The violinist made his instrument () the haunting melody. | Choices: [produce, cry out] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the phrase cry out. It describes the violin as if it were a crying person."
+"Question: Based on this information, what is Hoppy's phenotype for the eye color trait? | Choices: [red eyes, brown eyes] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Hoppy's genotype for the eye color gene is EE. Hoppy's genotype of EE has only E allelles. The E allele is for brown eyes. So, Hoppy's phenotype for the eye color trait must be brown eyes.
+To check this answer, consider whether Hoppy's alleles are dominant or recessive. The allele for red eyes (e) is recessive to the allele for brown eyes (E). This means E is a dominant allele, and e is a recessive allele.
+Hoppy's genotype of EE has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Hoppy's phenotype for the eye color trait must be brown eyes. | Hint: In a group of guinea pigs, some individuals have brown eyes and others have red eyes. In this group, the gene for the eye color trait has two alleles. The allele for red eyes (e) is recessive to the allele for brown eyes (E).
+Hoppy is a guinea pig from this group. Hoppy has the homozygous genotype EE for the eye color gene."
+"Question: Select the description that doesn't belong. | Choices: [adult, child, aunt, teen] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: vocabulary | Skill: Select the words that don't belong | Lecture: nan | Solution: Aunt doesn't belong.
+Child, teen, and adult all describe stages of life."
+"Question: What kind of sentence is this?
+In traditional Indian culture, it is customary for men to wear a dhoti, a piece of cloth tied around the waist and legs. | Choices: [declarative, exclamatory, interrogative] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence tells about something, and it ends with a period. It is a declarative sentence."
+"Question: What is the mass of an eraser? | Choices: [35 grams, 35 kilograms] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of an eraser is 35 grams.
+35 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: Which word would you find on a dictionary page with the following guide words?
+geese - gun | Choices: [grateful, gave] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since grateful is between the guide words geese - gun, it would be found on that page."
+"Question: Which sentence is more formal? | Choices: [More than fifteen million people in the world don't live on any continent., More than fifteen million people in the world do not live on any continent.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The second sentence is less formal. You can tell because it uses a contraction (don't).
+The first sentence does not use a contraction, so it is more formal."
+"Question: Select the one true statement. | Choices: [Chloroplasts are outside the nucleus of a plant cell., The cell membrane breaks down sugar to release energy that an animal cell can use., The mitochondria of a plant cell use sunlight to make sugar.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Compare cells and cell parts | Lecture: nan | Solution: nan"
+"Question: What is the source of the allusion in the sentence below?
+""Jack's personality is very Jekyll and Hyde,"" Akira told her brother. | Choices: [a song, literature] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Jekyll and Hyde is literature.
+Robert Louis Stevenson's popular Victorian novella Dr. Jekyll and Mr. Hyde tells the story of a man with two distinct personalities. Known to the world as a kind and highly respected doctor, at night he transforms into a monstrous person.
+The allusion Jekyll and Hyde means kind then cruel."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her word choice?
+I saw a movie called Blob Invasion. It was really good. It was about a weird guy who was into science. He worked on bugs and small animals. He made a machine that did things to the bugs and the animals. They became big weird things. One day he transformed himself by accident. He became a big blob! He went around doing bad things to the city. In the end, a boy figured out how to change the blob back into a man. I would recommend this movie to everyone who likes fun science movies. | Choices: [by using more specific language, by reducing repetitive language] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her word choice by using more specific language.
+For example, the writer could replace the underlined text with more specific language, such as incredibly entertaining, strange scientist, experimented, invented, transformed, giant slimy blobs, morphed into, giant, oozed, horrible, and all science fiction fans.
+I saw a movie called Blob Invasion. It was really good. It was about a weird guy who was into science. He worked on bugs and small animals. He made a machine that did things to the bugs and the animals. They became big weird things. One day he transformed himself by accident. He became a big blob! He went around doing bad things to the city. In the end, a boy figured out how to change the blob back into a man. I would recommend this movie to everyone who likes fun science movies."
+"Question: What does the simile in this text suggest?
+At an annual festival in Turkey, whirling dervishes practice a tradition of spinning like tops to commemorate the teachings of one of their spiritual leaders. | Choices: [The dancers rotate rapidly., The dancers move like children.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night. | Solution: The text includes a simile, using like or as to compare two things that are not actually alike.
+The simile spin like tops suggests that the dancers rotate rapidly. A top rotates rapidly around a center."
+"Question: Select the animal. | Choices: [Loons walk, fly, and swim., Basil has green leaves., Maple trees have star-shaped leaves., Mango trees have many leaves.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A maple tree is a plant. It has star-shaped leaves.
+Maple trees have green leaves in the spring and summer. In the fall, their leaves turn yellow, red, or brown.
+A mango tree is a plant. It has many green leaves.
+Mango trees can grow to over 100 feet tall!
+A loon is an animal. It walks, flies, and swims.
+A loon is a bird. Loons live near lakes and dive in the water to hunt for food.
+Basil is a plant. It has green leaves.
+Basil leaves are used in cooking."
+"Question: Which correctly shows the title of a book? | Choices: [***The One and Only Ivan***, ""The One and Only Ivan""] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A book should be in italics.
+The correct title is **The One and Only Ivan**."
+"Question: Compare the motion of two ducks. Which duck was moving at a lower speed? | Choices: [a duck that moved 315miles in 5hours, a duck that moved 285miles in 5hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each duck moved and the time it took to move that distance.
+One duck moved 285 miles in 5 hours.
+The other duck moved 315 miles in 5 hours.
+Notice that each duck spent the same amount of time moving. The duck that moved 285 miles moved a shorter distance in that time. So, that duck must have moved at a lower speed."
+"Question: What do these two changes have in common?
+rust forming on a metal gate
+plants making food from sunlight, air, and water | Choices: [Both are caused by cooling., Both are caused by heating., Both are chemical changes., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Rust forming on a metal gate is a chemical change. As the gate rusts, the metal turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.
+Plants making food is a chemical change. Plants use energy from sunlight to change air and water into food. The food is sugar. Sugar is a different type of matter than air or water.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What is the source of the allusion in the sentence below?
+Gabe's research on nineteenth-century philosophers led him down the rabbit hole. | Choices: [Greek mythology, literature] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion down the rabbit hole is literature.
+Lewis Carroll's Alice's Adventures in Wonderland tells the story of a young girl who follows a white rabbit down a rabbit hole and finds herself in a series of adventures in a surreal world.
+The allusion down the rabbit hole means on a strange or difficult exploration."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Rachel used an old broom to clean up the broken glass before throwing it away., Rachel used an old broom to clean up the broken glass before throwing the broken glass away.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun it could refer to the old broom or the broken glass.
+The second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the broken glass.
+Rachel used an old broom to clean up the broken glass before throwing the broken glass away."
+"Question: Which tense does the sentence use?
+The parents named the baby after his grandpa. | Choices: [future tense, present tense, past tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, named. The verb ends in -ed and tells you about something that has already happened."
+"Question: Which text uses the word factoid in its traditional sense? | Choices: [Ed seemed to know a lot about African wildlife, but it turned out that his knowledge was mostly based on factoids gleaned from unreliable websites., Ed subscribed to an online newsletter about African wildlife; he enjoyed receiving daily factoids about the wild animals' natural habitats and behavior.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses factoid in its traditional sense: something made up presented as a true fact.
+Ed seemed to know a lot about African wildlife, but it turned out that his knowledge was mostly based on factoids gleaned from unreliable websites.
+The first text uses factoid in its nontraditional sense: a trivial but true fact.
+Ed subscribed to an online newsletter about African wildlife; he enjoyed receiving daily factoids about the wild animals' natural habitats and behavior.
+Most style guides recommend to use the traditional sense of the word factoid because it is considered more standard."
+"Question: Suppose Tara decides to see the vultures. Which result would be a cost? | Choices: [Tara will enjoy seeing the vultures more than she would have enjoyed seeing the alligators., Tara will spend more time walking to the vultures. They are on the other side of the zoo, but the alligators are close by.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Tara wants or needs:
+Tara will spend more time walking to the vultures. They are on the other side of the zoo, but the alligators are close by. | Hint: Tara is deciding whether to see the vultures or the alligators at the zoo. She wants to see lots of animals, but the zoo is closing soon."
+"Question: What information supports the conclusion that Robert inherited this trait? | Choices: [Robert's mother has blue eyes. She passed this trait down to Robert., Robert likes to wear a blue sweater to match his blue eyes.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Robert has blue eyes."
+"Question: Which correctly shows the title of a book? | Choices: [***The Elegant but Easy Cookbook***, ""The Elegant but Easy Cookbook""] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A book should be in italics.
+The correct title is **The Elegant but Easy Cookbook**."
+"Question: What do these two changes have in common?
+breaking a piece of glass
+slicing cheese | Choices: [Both are chemical changes., Both are caused by heating., Both are only physical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Breaking a piece of glass is a physical change. The glass gets broken into pieces. But each piece is still made of the same type of matter.
+Slicing cheese is a physical change. The cheese changes shape. But it is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which is the smoothest? | Choices: [asphalt road, rock wall, ceramic mug] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Smooth is a property. A smooth material is not rough or bumpy.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the ceramic mug is the smoothest. If you touch a piece of ceramic like this one, it will not feel rough."
+"Question: Which logical fallacy is used in the text?
+Why should I listen to your thoughts about lowering my cholesterol? You eat terribly, so what do you know? | Choices: [ad hominem: an attack against the person making the argument, rather than the argument itself, false causation: the assumption that because two things happened together, one caused the other, hasty generalization: a broad claim based on too few observations] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that an unhealthy eater isn't allowed to give advice on someone else's cholesterol. This is a personal attack that isn't relevant to whether the advice is valid. This illustrates a type of logical fallacy known as ad hominem."
+"Question: Which closing is correct for a letter? | Choices: [Your friend,
+Michael, Your Friend,
+Michael] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Choose the poem that uses anaphora. | Choices: [I looked and saw a sea
+roofed over with rainbows,
+In the midst of each
+two lovers met and departed., There are only myself and you in the world,
+There are only myself and you;
+'Tis clear, then, that I unto you should be kind,
+And that you unto me should be true.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: reading-comprehension | Skill: Identify elements of poetry | Lecture: Poets often use the sounds of words to create interesting effects and to express moods and emotions. Understanding these elements of poetry can help you better interpret and appreciate poetic forms.
+Anaphora is the repetition of words or sequences of words at the beginning of multiple phrases, sentences, or lines.
+Out of the cradle endlessly rocking,
+Out of the mocking-bird's throat, the musical shuttle,
+Out of the Ninth-month midnight
+—From Walt Whitman, ""Out of the Cradle Endlessly Rocking""
+Onomatopoeia is when language sounds like what it talks about.
+Sometimes the onomatopoeia uses made-up words:
+Tlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.
+—From Alfred Noyes, ""The Highwayman""
+Sometimes the onomatopoeia uses real words:
+Hark! the honey bee is humming.
+—From Mary Howitt, ""The Voice of Spring""
+Alliteration is when beginning consonant sounds are repeated in words that are close together.
+Where the wild men watched and waited
+Wolves in the forest, and bears in the bush.
+—From Bayard Taylor, ""A Night with a Wolf""
+Assonance is the repetition of vowel sounds. Often, assonance can create rhymes or near-rhymes within lines.
+I wandered lonely as a Cloud
+That floats on high o'er Vales and Hills,
+When all at once I saw a crowd,
+A host of golden Daffodils.
+—From William Wordsworth, ""I Wandered Lonely as a Cloud""
+Meter is a poem's rhythm, or the pattern of strong and weak syllables. Strong syllables are stressed, while weak syllables are unstressed.
+A poem has an iambic meter when the beat sounds like da-DUM. A weak syllable is followed by a strong syllable. Occasionally, a line may begin with a strong syllable.
+He watches from his mountain walls,
+And like a thunderbolt he falls.
+—From Alfred, Lord Tennyson, ""The Eagle""
+A poem has a trochaic meter when the beat sounds like DUM-da. A strong syllable is followed by a weak syllable. Occasionally, a line may end in a strong syllable.
+Back into the chamber turning, all my soul within me burning,
+Soon again I heard a tapping somewhat louder than before.
+—From Edgar Allen Poe, ""The Raven""
+Free verse is when a poem has neither a regular rhythm nor a rhyme pattern.
+The old bridge has a wrinkled face.
+He bends his back
+For us to go over.
+—From Hilda Conkling, ""The Old Bridge""
+The syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern. | Solution: This poem uses anaphora. It repeats the same word or words at the beginning of multiple lines or phrases.
+And that you unto me should be true. | Hint: From H. Lavinia Baily, ""Myself and You"" and from Ezra Pound, ""The Sea of Glass"""
+"Question: What does the verbal irony in this text suggest?
+""That fits you well,"" Peter remarked after Devon's cap fell over her eyes for the tenth time. | Choices: [The cap was too big., The cap looked nice on Devon.] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Fits you well ironically suggests that the cap was too big. The cap was falling over Devon's eyes, so it didn't fit her well at all."
+"Question: Which is stickier? | Choices: [honey, glass marbles] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Sticky is a property. A sticky material can stick to other things.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the honey is stickier. If you touch honey, it will stick to you."
+"Question: Which word would you find on a dictionary page with the following guide words?
+ladder - librarian | Choices: [lock, lecture] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since lecture is between the guide words ladder - librarian, it would be found on that page."
+"Question: Complete the sentence.
+In this chemical reaction, potassium nitrate is a (). | Choices: [product, reactant] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Identify reactants and products | Lecture: A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.
+In a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.
+The original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.
+The substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.
+So, in a chemical reaction, reactants go through a chemical change to form products. | Solution: Read the underlined text carefully. Look for information about what happens to potassium nitrate in this chemical reaction.
+People have used gunpowder as an explosive for hundreds of years. Gunpowder is a mixture of three different substances: potassium nitrate, charcoal, and sulfur. When these substances are burned together, they release a large amount of heat and gas. In the past, gunpowder was used in muskets and cannons, but today, it is mainly used in fireworks.
+The underlined text tells you that when potassium nitrate, charcoal, and sulfur combine, a large amount of heat and gas is released. When potassium nitrate, charcoal, and sulfur react, or go through a chemical change, their atoms are rearranged. Because potassium nitrate reacts in this chemical reaction, potassium nitrate is a reactant. | Hint: This passage describes a chemical reaction. Read the passage. Then, follow the instructions below.
+People have used gunpowder as an explosive for hundreds of years. Gunpowder is a mixture of three different substances: potassium nitrate, charcoal, and sulfur. When these substances are burned together, they release a large amount of heat and gas. In the past, gunpowder was used in muskets and cannons, but today, it is mainly used in fireworks."
+"Question: What information supports the conclusion that Polly acquired this trait? | Choices: [Polly learned how to build a fire at summer camp., Polly can cook food over a fire.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Polly knows how to build a fire."
+"Question: Which correctly shows the title of a movie? | Choices: [alone in the woods, Alone in the Woods] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The words in and the are not important, so they should not be capitalized.
+The correct title is Alone in the Woods."
+"Question: Compare the motion of three sailboats. Which sailboat was moving at the lowest speed? | Choices: [a sailboat that moved 135kilometers west in 10hours, a sailboat that moved 105kilometers north in 10hours, a sailboat that moved 140kilometers south in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each sailboat moved and the time it took to move that distance. The direction each sailboat moved does not affect its speed.
+Notice that each sailboat moved for 10 hours. The sailboat that moved 105 kilometers moved the shortest distance in that time. So, that sailboat must have moved at the lowest speed."
+"Question: What does the metaphor in this text suggest?
+When Tucker lost his job, he was devastated. The only light in the sea of darkness was the prospect of pursuing a new career. | Choices: [There was a benefit to Tucker's job loss., Having to pursue a new career was the worst part of Tucker's job loss.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town. | Solution: The text uses a metaphor, comparing two things that are not actually alike without using like or as.
+The metaphor the only light in the sea of darkness was the prospect of pursuing a new career suggests that there was a benefit to Tucker's job loss. A light would be beneficial in helping someone escape a dark, difficult-to-navigate situation. Similarly, Tucker's new career was beneficial in helping him escape the emotionally difficult experience of losing his job."
+"Question: Select the bird. | Choices: [western gorilla, red crowned crane, Asian elephant, giraffe] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Birds have feathers, two wings, and a beak. | Solution: An Asian elephant is a mammal. It has hair and feeds its young milk.
+Elephants live in groups called herds. The oldest female in the herd is usually the leader.
+A giraffe is a mammal. It has hair and feeds its young milk.
+Giraffes eat mostly leaves that are too high up for other animals to reach.
+A red crowned crane is a bird. It has feathers, two wings, and a beak.
+Cranes wade in shallow water to look for food. Cranes eat insects, worms, and plants.
+A western gorilla is a mammal. It has fur and feeds its young milk.
+Gorillas live in groups called troops. The largest male in the troop is usually the leader."
+"Question: Which correctly shows the title of a song? | Choices: [""make New Friends but keep the Old"", ""Make New Friends but Keep the Old""] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The words but and the are not important, so they should not be capitalized.
+The correct title is ""Make New Friends but Keep the Old."""
+"Question: Which sentence states a fact? | Choices: [Diwali is less enjoyable than other Hindu holidays, such as Holi and Navratri., Many Hindus celebrate a holiday called Diwali by lighting candles and exchanging gifts.] | Task: closed choice | Subject: social science | Grade: grade8 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved true by research or observation.
+George Washington became president of the United States in 1789.
+This statement is a fact. It can be proved by researching what year George Washington was inaugurated president.
+An opinion is something that a person believes, thinks, or feels. An opinion can be supported by evidence, but it cannot be proved true.
+George Washington was a better president than Thomas Jefferson.
+This statement is an opinion. People can have different ideas about what makes someone a ""better"" president, so the statement cannot be proved. | Solution: The second sentence states a fact.
+Many Hindus celebrate a holiday called Diwali by lighting candles and exchanging gifts.
+It can be proved by reading about Diwali.
+The first sentence states an opinion.
+Diwali is less enjoyable than other Hindu holidays, such as Holi and Navratri.
+Less enjoyable shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes a holiday enjoyable."
+"Question: Is there a sentence fragment?
+When the Albuquerque International Balloon Fiesta began in 1972, only thirteen hot air balloons took to the sky. The festival drew more than five hundred ballooning teams in 2014. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify sentence fragments | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A sentence fragment is a group of words that does not express a complete thought.
+Rehearsing daily because we have a concert in two weeks.
+This fragment is missing a subject. It doesn't tell who is rehearsing.
+The band I'm in.
+This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
+Because we have a concert in two weeks.
+This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | Solution: There is not a sentence fragment. These are complete sentences because they express complete thoughts.
+When the Albuquerque International Balloon Fiesta began in 1972, only thirteen hot air balloons took to the sky. The festival drew more than five hundred ballooning teams in 2014."
+"Question: Which logical fallacy is used in the text?
+In September, we removed the vending machines on our school's campus. By April, we saw an increase in the tenth grade boys' math scores on state tests. Clearly, there's a link. | Choices: [bandwagon fallacy: the assumption that the popular choice is automatically correct, false causation: the assumption that because two things happened together, one caused the other, guilt by association: a negative association intended to discredit someone or something] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that removing the school's vending machines helped increase the tenth grade boys' math scores. However, the fact that one event followed the other doesn't mean that there is necessarily a connection. For example, it may simply be a coincidence, or there may be a third factor that caused both events. This illustrates a type of logical fallacy known as false causation."
+"Question: Which logical fallacy is used in the text?
+Sure, you were only two minutes late for work today—but next week it will be ten minutes, and eventually half an hour. That's not acceptable. | Choices: [straw man: a misrepresentation of an opponent's position that makes it easier to argue against, guilt by association: a negative association intended to discredit someone or something, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that showing up to work two minutes late will lead to showing up even later in the coming weeks. However, this isn't necessarily true. This argument offers only one extreme and unlikely outcome. This illustrates a type of logical fallacy known as the slippery slope fallacy."
+"Question: Which word is not like the others? | Choices: [coat, shoe, eye, dress] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: vocabulary | Skill: Which word is not like the others? | Lecture: Some words are alike. They go together in a group.
+Red, blue, and green go together. They are colors.
+Mom, dad, grandma, and grandpa go together. They are people in a family. | Solution: Coat, shoe, and dress go together. They are things you wear. Eye is not something you wear, so it is not like the other words."
+"Question: What information supports the conclusion that Jamal acquired this trait? | Choices: [Jamal is most interested in American history., Jamal learned history by reading.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Jamal knows a lot about history."
+"Question: What is the volume of a test tube? | Choices: [19 liters, 19 milliliters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a test tube is 19 milliliters.
+19 liters is too much. | Hint: Select the better estimate."
+"Question: Based on this information, what is Clyde's phenotype for the coat color trait? | Choices: [a black coat, a reddish-brown coat] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine Clyde's phenotype for the coat color trait. First, consider the alleles in Clyde's genotype for the coat color gene. Then, decide whether these alleles are dominant or recessive.
+The allele for a reddish-brown coat (l) is recessive to the allele for a black coat (L). This means L is a dominant allele, and l is a recessive allele.
+Clyde's genotype of Ll has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Clyde's phenotype for the coat color trait must be a black coat. | Hint: In a group of horses, some individuals have a black coat and others have a reddish-brown coat. In this group, the gene for the coat color trait has two alleles. The allele for a reddish-brown coat (l) is recessive to the allele for a black coat (L).
+Clyde is a horse from this group. Clyde has the heterozygous genotype Ll for the coat color gene."
+"Question: Use the evidence in the text to select the photosynthetic organism. | Choices: [Velvet ants look like ants covered in red hairs, but these insects are actually wasps! Velvet ants get sugars by eating nectar. The velvet ants use these sugars to get energy., Kangaroo paws are Australian plants that have fine red hairs covering their flowers and leaves. Kangaroo paw plants combine carbon dioxide and water to make sugars that the plants use as food.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Identify the photosynthetic organism | Lecture: Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy, carbon dioxide, and water to produce sugars and oxygen.
+Photosynthetic organisms also often have the following characteristics:
+They are producers, which are organisms that make their own food inside their cells. Because producers make their own food, they typically do not eat other organisms.
+Their cells contain chloroplasts, which are cell structures where photosynthesis occurs.
+Their chloroplasts often contain a green substance called chlorophyll. Chlorophyll captures light energy from the Sun to power photosynthesis.
+They use the sugars they produce during photosynthesis as food. This food provides energy that helps the organisms live, grow, and reproduce. | Solution: This organism is photosynthetic:
+The text tells you that kangaroo paw plants combine water and carbon dioxide to make sugars that the plants use as food. This is evidence that the kangaroo paw plant is a photosynthetic organism.
+This organism is not photosynthetic:
+The text does not provide evidence that the velvet ant is photosynthetic."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Mr. Stafford wanted the new employees to fill out their intake forms, but he couldn't find the forms., Mr. Stafford wanted the new employees to fill out their intake forms, but he couldn't find them.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun them could refer to the new employees or their intake forms.
+The first answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the forms.
+Mr. Stafford wanted the new employees to fill out their intake forms, but he couldn't find the forms."
+"Question: Which tense does the sentence use?
+Mrs. Olson will reply to Carson's question about space. | Choices: [past tense, future tense, present tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, reply. The verb tells you about something that is going to happen."
+"Question: Use the evidence in the text to select the photosynthetic organism. | Choices: [The Opuntia microdasys cactus gets its green color from chlorophyll. The cactus uses the chlorophyll to capture energy from sunlight. The cactus has yellow spots made of hair-like spines that help protect it., Nembrotha cristata is a sea slug with bright green spots. This sea slug eats jellyfish and takes their stinging cells into its own body. If threatened, the sea slug then shoots out the stinging cells.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Identify the photosynthetic organism | Lecture: Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy, carbon dioxide, and water to produce sugars and oxygen.
+Photosynthetic organisms also often have the following characteristics:
+They are producers, which are organisms that make their own food inside their cells. Because producers make their own food, they typically do not eat other organisms.
+Their cells contain chloroplasts, which are cell structures where photosynthesis occurs.
+Their chloroplasts often contain a green substance called chlorophyll. Chlorophyll captures light energy from the Sun to power photosynthesis.
+They use the sugars they produce during photosynthesis as food. This food provides energy that helps the organisms live, grow, and reproduce. | Solution: This organism is photosynthetic:
+The text tells you that the Opuntia microdasys cactus has chlorophyll. This is evidence that the Opuntia microdasys cactus is a photosynthetic organism.
+This organism is not photosynthetic:
+The text does not provide evidence that the Nembrotha cristata sea slug is photosynthetic."
+"Question: What kind of sentence is this?
+What made Nancy so upset? | Choices: [declarative, interrogative] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Uncle Steven,, Dear uncle steven,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Uncle Steven is capitalized because it is a proper noun."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Grandpa Aaron,, Dear grandpa aaron,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Grandpa Aaron is capitalized because it is a proper noun."
+"Question: Which figure of speech is used in this text?
+Tisha insisted that her dog wasn't fat; she said that he was merely well-fed. | Choices: [euphemism, paradox] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Well-fed is an indirect way of saying overweight."
+"Question: Which object has the least thermal energy? | Choices: [a bowl of oatmeal at a temperature of 28°C, a bowl of oatmeal at a temperature of 33°C, a bowl of oatmeal at a temperature of 24°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: All three bowls of oatmeal have the same mass but different temperatures. Since the 24°C bowl of oatmeal is the coldest, it has the least thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: What information supports the conclusion that Jackson acquired this trait? | Choices: [Jackson learned how to knit in an after school program., Jackson knits sweaters using cotton, wool, and other types of yarn.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Jackson knows how to knit sweaters."
+"Question: What kind of sentence is this?
+Molly put a bandage on my cut. | Choices: [exclamatory, declarative] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, and it ends with a period. It is a declarative sentence."
+"Question: Would you find the word cease on a dictionary page with the following guide words?
+cage - crunch | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since cease is between the guide words cage - crunch, it would be found on that page."
+"Question: Complete the sentence so that it uses personification.
+Tiny wildflowers () poked through the cracks in the pavement. | Choices: [slowly, shyly] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word shyly. It describes the wildflowers as if they were timid people."
+"Question: Select the vertebrate. | Choices: [comet moth, orb weaver, carp, earthworm] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: Like other spiders, an orb weaver is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A carp is a fish. Like other fish, a carp is a vertebrate. It has a backbone.
+An earthworm is a worm. Like other worms, an earthworm is an invertebrate. It does not have a backbone. It has a soft body.
+A comet moth is an insect. Like other insects, a comet moth is an invertebrate. It does not have a backbone. It has an exoskeleton. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: What information supports the conclusion that Kelsey acquired this trait? | Choices: [Kelsey's scar was caused by an accident. She cut her arm when she fell off her bicycle., Kelsey's sister has a bruise from falling on her elbow., Kelsey's scar is on her right elbow. Her father also has a scar on his right elbow.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Kelsey has a scar on her right elbow."
+"Question: What do these two changes have in common?
+water freezing into ice
+mixing sand and water | Choices: [Both are only physical changes., Both are chemical changes., Both are caused by cooling., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Water freezing into ice is a change of state. So, it is a physical change. The water changes from solid to liquid. But the ice is still made of the same type of matter as the liquid water.
+Mixing sand and water is a physical change. Adding water makes the sand wet. But both the sand and water are still made of the same type of matter as before.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Water freezing is caused by cooling. But mixing sand and water is not."
+"Question: Which figure of speech is used in this text?
+There was a clear consensus in the Warren family that they should put their dog to sleep, rather than let him continue to suffer. | Choices: [euphemism, paradox] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Put their dog to sleep is a more indirect way of saying have the veterinarian kill their dog."
+"Question: Complete the statement.
+Fluorine is (). | Choices: [a compound, an elementary substance] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
+A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
+Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
+The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one atomic symbol.
+The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
+For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple atomic symbols.
+The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | Solution: You can tell whether fluorine is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for fluorine, F2, contains one atomic symbol: F. So, the formula tells you that fluorine is composed of only one chemical element.
+Since fluorine is composed of only one chemical element, fluorine is an elementary substance. | Hint: Fluorine is found in chemicals that are used to make some types of waterproof clothes. The chemical formula for fluorine is F2."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Aunt amy,, Dear Aunt Amy,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Aunt Amy is capitalized because it is a proper noun."
+"Question: Which word would you find on a dictionary page with the following guide words?
+open - owe | Choices: [oil, ounce] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since ounce is between the guide words open - owe, it would be found on that page."
+"Question: Complete the statement. Assume that Patrick's mass did not change.
+The gravitational potential energy stored between Patrick and Earth () as he rode the escalator. | Choices: [decreased, increased, stayed the same] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between Patrick and the center of Earth changed.
+The second floor is higher than the first floor. As he rode the escalator toward the second floor, the distance between Patrick and the center of Earth increased. So, the gravitational potential energy stored between Patrick and Earth increased as he rode the escalator. | Hint: Read the text about a person in motion.
+Patrick rode an escalator from the first floor to the second floor of a shopping mall."
+"Question: Select the bird. | Choices: [grass frog, arroyo toad, penguin, coral snake] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Birds have feathers, two wings, and a beak. | Solution: A coral snake is a reptile. It has scaly, waterproof skin.
+Coral snakes spend most of their time underground or hiding under leaves.
+A grass frog is an amphibian. It has moist skin and begins its life in water.
+Frogs live near water or in damp places. Most frogs lay their eggs in water.
+An arroyo toad is an amphibian. It has moist skin and begins its life in water.
+Toads do not have teeth! They swallow their food whole.
+A penguin is a bird. It has feathers, two wings, and a beak.
+Penguins live near water. Penguins cannot fly! They use their wings to swim."
+"Question: Compare the motion of two fish. Which fish was moving at a higher speed? | Choices: [a fish that moved 15miles in 5hours, a fish that moved 20miles in 5hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each fish moved and the time it took to move that distance.
+One fish moved 20 miles in 5 hours.
+The other fish moved 15 miles in 5 hours.
+Notice that each fish spent the same amount of time moving. The fish that moved 20 miles moved a farther distance in that time. So, that fish must have moved at a higher speed."
+"Question: The mom and dad push the strollers at the same speed. Which stroller is pushed with a larger force? | Choices: [a stroller with kid that weighs 20 pounds, a stroller with kid that weighs 25 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the stroller that is heavier.
+A stroller holding a kid that weighs 25 pounds is heavier than a stroller holding a kid that weighs 20 pounds. So, the stroller holding the kid that weighs 25 pounds needs to be pushed with a larger force to start moving forward at the same speed as the other other stroller. | Hint: A mom, a dad, and two kids are going for a walk. The mom and the dad each push one of the kids in a stroller. The strollers are the same. But the kids are different sizes."
+"Question: Which figure of speech is used in this text?
+Wayne remarked that the new book on anti-gravity was impossible to put down. | Choices: [pun, allusion] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses a pun, a word or phrase that humorously suggests more than one meaning.
+Impossible to put down means that the book is so good that it is hard to stop reading. The phrase impossible to put down is also a joke about anti-gravity: if gravity pulls things down, perhaps anti-gravity does the opposite and makes them impossible to put down."
+"Question: Would you find the word sneak on a dictionary page with the following guide words?
+shame - stow | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since sneak is between the guide words shame - stow, it would be found on that page."
+"Question: According to Newton's third law, what other force must be happening? | Choices: [The wheelchair is pulling on Finn., The wheelchair is pushing on Finn.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Predict forces using Newton's third law | Lecture: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
+For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Solution: Finn is pushing on the wheelchair. So, Newton's third law tells you that the wheelchair is pushing on Finn. | Hint: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
+Consider the following force:
+Finn is pushing on his friend's wheelchair."
+"Question: Which type of sentence is this?
+An avid reader, Hakim attends weekly book club meetings, and he finishes several novels every month. | Choices: [simple, compound, compound-complex, complex] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+An avid reader, Hakim attends weekly book club meetings, and he finishes several novels every month."
+"Question: What information supports the conclusion that Brittany inherited this trait? | Choices: [Brittany and her mother both wear their hair in braids., Brittany's parents have red hair. They passed down this trait to Brittany.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Brittany has red hair."
+"Question: What information supports the conclusion that Rosa acquired this trait? | Choices: [Rosa likes to look at butterflies and beetles., Rosa learned to identify insects by reading many books about insects.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Rosa is good at identifying insects."
+"Question: Which logical fallacy is used in the text?
+I don't trust Professor Hurst's findings. Another researcher at her university was caught falsifying data. So, it's likely Professor Hurst has, too. | Choices: [guilt by association: a negative association intended to discredit someone or something, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, false dichotomy: an argument that presents only two choices when more options exist] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Professor Hurst's research is untrustworthy because someone else at her university was caught falsifying data. However, this isn't necessarily true. The practices of one researcher at a university do not necessarily reflect the practices of another researcher at the same university. This illustrates a type of logical fallacy known as guilt by association."
+"Question: Which figure of speech is used in this text?
+The war situation has developed not necessarily to Japan's advantage.
+—Emperor Hirohito, surrendering in World War II | Choices: [antithesis, understatement] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses understatement, which involves deliberately representing something as less serious or important than it really is.
+Not necessarily to Japan's advantage is an understatement, since Japan had lost the war."
+"Question: What kind of sentence is this?
+Sebastian has never tried chocolate ice cream before, which I find astounding! | Choices: [declarative, exclamatory, interrogative] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence."
+"Question: Suppose Zane decides to watch the comedy. Which result would be a cost? | Choices: [Zane will get to watch the movie that he is more excited about., Zane will give up the chance to watch a movie with his sister.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Zane wants or needs:
+Zane will give up the chance to watch a movie with his sister. | Hint: Zane is deciding whether to watch a comedy or an action movie. He would prefer to watch a comedy. But he also wants to watch a movie with his sister. Zane's sister will only watch an action movie."
+"Question: How long does it take to see all the animals at the zoo? | Choices: [4 hours, 4 minutes] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to see all the animals at the zoo is 4 hours.
+4 minutes is too fast. | Hint: Select the better estimate."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [They have discovered that sleep has more than just restorative functions. For example, it plays a significant role in strengthening and solidifying memories., Neuroscientists have discovered that sleep has more than just restorative functions. For example, it plays a significant role in strengthening and solidifying memories.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.
+The first answer choice shows a possible correction for the vague pronoun reference. They has been replaced with neuroscientists.
+Neuroscientists have discovered that sleep has more than just restorative functions. For example, it plays a significant role in strengthening and solidifying memories."
+"Question: What is the source of the allusion in the sentence below?
+""Dan's personality is very Jekyll and Hyde,"" Olivia told her brother. | Choices: [U.S. history, literature] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Jekyll and Hyde is literature.
+Robert Louis Stevenson's popular Victorian novella Dr. Jekyll and Mr. Hyde tells the story of a man with two distinct personalities. Known to the world as a kind and highly respected doctor, at night he transforms into a monstrous person.
+The allusion Jekyll and Hyde means kind then cruel."
+"Question: Complete the sentence.
+Burning a marshmallow over a campfire is a (). | Choices: [physical change, chemical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Burning a marshmallow is a chemical change. The heat from the fire causes the type of matter in the marshmallow to change. The marshmallow becomes black and crispy."
+"Question: What is the source of the allusion in the sentence below?
+Mason was enjoying the lush life his newfound riches had brought him, but he couldn't help but think of his latest cholesterol reading as a Sword of Damocles. | Choices: [Shakespeare, ancient legend] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Sword of Damocles is ancient legend.
+According to legend, when Damocles wished his life were as full of luxuries as that of the tyrant Dionysis, Dionysis invited Damocles to a sumptuous banquet. Above Damocles' seat at the feast, Dionysis had placed a sword, suspended only by a thin hair, demonstrating the fragile nature of fortune.
+The allusion Sword of Damocles means a reminder that one is vulnerable."
+"Question: Complete the sentence so that it uses personification.
+Each time she attempted the seemingly impossible task, frustration () all over again. | Choices: [returned to her, kicked her in the stomach] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the phrase kicked her in the stomach. It describes frustration as if it were a violent person."
+"Question: How long is a tennis racket? | Choices: [23 inches, 23 miles, 23 yards, 23 feet] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a tennis racket is 23 inches.
+23 feet, 23 yards, and 23 miles are all too long. | Hint: Select the best estimate."
+"Question: Which logical fallacy is used in the text?
+Hazel never lies. She told me herself, so it must be true. | Choices: [circular reasoning: an argument that supports a claim with the claim itself, red herring: the use of a completely unrelated topic or idea] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Hazel is telling the truth because she says she never lies. However, the ""evidence"" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning."
+"Question: What kind of sentence is this?
+Did you knit that sweater yourself? | Choices: [interrogative, imperative] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: Which letter opening is more formal? | Choices: [Dear Mr. Khan,, Dear Tommy,] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second letter opening is more formal. It uses the recipient's personal title and last name. The other opening uses the recipient's first name, suggesting a more familiar relationship."
+"Question: Select the one animal that has all of the segmented worm traits listed above. | Choices: [Earthworms live in soil and have no limbs. Their bodies are soft, cylindrical, and made up of many segments., Blue crabs are omnivores. Omnivores are animals that are adapted to eat both plants and animals. Blue crabs have an exoskeleton and two pairs of antennae.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify animals | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Segmented worms have the following traits:
+They have a soft, cylindrical body.
+They have no limbs.
+They are made up of segments.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A blue crab has the following traits:
+It has two pairs of antennae.
+It has an exoskeleton.
+A blue crab does not have all of the traits of a segmented worm. A blue crab is a crustacean.
+An earthworm has the following traits:
+It has a soft, cylindrical body.
+It has no limbs.
+It is made up of segments.
+An earthworm has the traits of a segmented worm. An earthworm is a segmented worm. | Hint: Segmented worms are a group of animals with similar traits. The following traits can be used to identify segmented worms:
+They have a soft, cylindrical body.
+They have no limbs.
+They are made up of segments. Observe the animals and read the descriptions."
+"Question: Which word would you find on a dictionary page with the following guide words?
+careless - counter | Choices: [climate, curly] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since climate is between the guide words careless - counter, it would be found on that page."
+"Question: Is laying carpet a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether laying carpet is a good or a service, ask these questions:
+Is laying carpet something you can touch? No.
+Is laying carpet a job you might pay someone else to do? Yes.
+So, laying carpet is a service."
+"Question: What information supports the conclusion that Darell inherited this trait? | Choices: [Darell and his biological parents have brown hair., Darell's biological father has curly hair., Darell's coworker also has curly hair.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Darell has curly hair."
+"Question: Select the one substance that is not a rock. | Choices: [Chalk is a solid. It is formed in nature., A nutshell is made by a living thing. It is a solid., Quartzite is a solid. It is not a pure substance.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify rocks using properties | Lecture: Rocks are made of minerals. Here are some properties of rocks:
+They are solid.
+They are formed in nature.
+They are not made by living things.
+They are not pure substances. | Solution: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.
+Quartzite is a rock.
+A nutshell is made by a living thing. But rocks are not made by living things.
+So, a nutshell is not a rock.
+Chalk is a rock."
+"Question: Would you find the word prize on a dictionary page with the following guide words?
+pirate - puppet | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since prize is between the guide words pirate - puppet, it would be found on that page."
+"Question: Using only these supplies, which question can Lila investigate with an experiment? | Choices: [When placed in the sun, does a glass jar wrapped in cotton heat up more than a glass jar wrapped in wool?, When placed in the sun, does a glass jar wrapped in a black cotton shirt heat up more than a glass jar wrapped in a white cotton shirt?, When wrapped in a cotton shirt and placed in the sun, does a large jar or a small jar heat up more?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Lila is outside with her friend on a sunny day. Lila is wearing a light-colored shirt, and she notices that she feels colder than her friend, who is wearing a dark shirt. She wonders what factors affect how fabric warms an object. So, she decides to design an experiment. She has the following supplies available:
+a black cotton shirt
+a white cotton shirt
+two identical empty glass jars
+two thermometers"
+"Question: Choose the poem that uses repetition. | Choices: [How the danger sinks and swells,
+By the sinking or the swelling in the anger of the bells—
+Of the bells—
+Of the bells, bells, bells, bells,
+Bells, bells, bells—
+In the clamor and the clangor of the bells!, Woodman, spare that tree!
+Touch not a single bough!
+In youth it sheltered me,
+And I'll protect it now.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reading-comprehension | Skill: Identify elements of poetry | Lecture: Poetry is a special kind of writing. It has many elements that make it different from ordinary writing. Knowing these elements can help you talk about poetry, understand it better, and enjoy it more.
+A poem rhymes when it has a pattern of words that end in the same sound.
+End rhyme is when the rhymes appear at the end of a poem's lines.
+Little Betty Blue,
+Lost her holiday shoe.
+—From Mother Goose
+Internal rhyme is when at least one of the rhyming words appears inside the poem's lines.
+Sweet dreams of pleasant streams.
+—From William Blake, ""A Cradle Song""
+Rhythm is the pattern of strong and weak syllables, or stress, in a poem. You can recognize rhythm in a poem by listening to how it sounds. Poems with regular rhythm have a beat, like in music.
+He watches from his mountain walls,
+And like a thunderbolt he falls.
+—From Alfred, Lord Tennyson, ""The Eagle""
+The syllables in bold are strong. We say them with more force than the other syllables. In this poem, every weak syllable is followed by a strong syllable. Each line sounds like da-DUM da-DUM da-DUM da-DUM. To better hear the rhythm, try reading it aloud while clapping on each strong syllable.
+Free verse is when a poem has neither a regular rhythm nor a rhyme pattern.
+The old bridge has a wrinkled face.
+He bends his back
+For us to go over.
+—From Hilda Conkling, ""The Old Bridge""
+The syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.
+Repetition is when words, phrases, or whole lines are repeated.
+The dainty flying squirrel
+In vest of shining white,
+In coat of silver gray,
+And vest of shining white.
+—Adapted from Mary E. Burt, ""The Flying Squirrel""
+Alliteration is when beginning consonant sounds are repeated in words that are close together.
+Where the wild men watched and waited
+Wolves in the forest, and bears in the bush.
+—From Bayard Taylor, ""A Night with a Wolf""
+Onomatopoeia is when language sounds like what it talks about.
+Sometimes the onomatopoeia uses made-up words:
+Tlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.
+—From Alfred Noyes, ""The Highwayman""
+Sometimes the onomatopoeia uses real words:
+Hark! the honey bee is humming.
+—From Mary Howitt, ""The Voice of Spring"" | Solution: This poem uses repetition. It repeats words, phrases, or lines.
+In the clamor and the clangor of the bells! | Hint: From George Pope Morris, ""Woodman, Spare That Tree"" and from Edgar Allan Poe, ""The Bells"""
+"Question: Which correctly shows the title of a short story? | Choices: [""The Price of Friendship"", ""the price of Friendship""] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word of is not important, so it should not be capitalized.
+The correct title is ""The Price of Friendship."""
+"Question: Select the living thing. | Choices: [shoe, piano, barrel cactus, pushpin] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
+All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
+All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A shoe is not a living thing.
+Shoes do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
+A barrel cactus is a living thing.
+Barrel cacti grow and respond to their environment. They need food and water. Barrel cacti are made up of many cells.
+Barrel cacti are plants. They make their own food using water, carbon dioxide, and energy from sunlight.
+A pushpin is not a living thing.
+Pushpins do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
+A piano is not a living thing.
+Pianos do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water."
+"Question: Which is a run-on sentence? | Choices: [Mom drank coffee and milk I had tea., Sue spilled apple juice on the carpet.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Mom drank coffee and milk I had tea is a run-on sentence. It has two sentences that are joined without end punctuation: Mom drank coffee and milk and I had tea."
+"Question: The American Civil War was fought between 1861 and 1865. What is a civil war? | Choices: [a war fought with words, not weapons, a war between people of the same country, a war fought only by professional soldiers, a war against a foreign invader] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: us-history | Skill: The Civil War: the beginning of the war | Lecture: nan | Solution: nan"
+"Question: Which closing is correct for a letter? | Choices: [Your Niece,
+Sandra, Your niece,
+Sandra] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Aaron bought a program for the opera without realizing that it was in Russian., Aaron bought a program for the opera without realizing that the program was in Russian.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun it could refer to the program or the opera.
+The first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the program.
+Aaron bought a program for the opera without realizing that the program was in Russian."
+"Question: What information supports the conclusion that Abigail inherited this trait? | Choices: [Both of Abigail's biological parents have naturally black hair., Some people use a hair dryer to straighten their hair. But Abigail and her brothers have naturally straight hair., When she was younger, Abigail wore ribbons in her naturally black hair.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Abigail has naturally black hair."
+"Question: Complete the statement. Assume that Duncan's mass did not change.
+The gravitational potential energy stored between Duncan and Earth () as he rode the escalator. | Choices: [increased, stayed the same, decreased] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between Duncan and the center of Earth changed.
+The second floor is higher than the first floor. As he rode the escalator toward the second floor, the distance between Duncan and the center of Earth increased. So, the gravitational potential energy stored between Duncan and Earth increased as he rode the escalator. | Hint: Read the text about a person in motion.
+Duncan rode an escalator from the first floor to the second floor of a shopping mall."
+"Question: Which figure of speech is used in this text?
+I must confess that in my quest I felt depressed and restless
+—Thin Lizzy, ""With Love"" | Choices: [assonance, chiasmus] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses assonance, the repetition of a vowel sound in a series of nearby words.
+The words confess, quest, depressed, and restless share a vowel sound."
+"Question: Based on this information, what is Cotton's phenotype for the fur texture trait? | Choices: [wavy fur, straight fur] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine Cotton's phenotype for the fur texture trait. First, consider the alleles in Cotton's genotype for the fur texture gene. Then, decide whether these alleles are dominant or recessive.
+The allele for wavy fur (f) is recessive to the allele for straight fur (F). This means F is a dominant allele, and f is a recessive allele.
+Cotton's genotype of Ff has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Cotton's phenotype for the fur texture trait must be straight fur. | Hint: In a group of Syrian hamsters, some individuals have straight fur and others have wavy fur. In this group, the gene for the fur texture trait has two alleles. The allele for wavy fur (f) is recessive to the allele for straight fur (F).
+Cotton is a Syrian hamster from this group. Cotton has the heterozygous genotype Ff for the fur texture gene."
+"Question: Which figure of speech is used in this text?
+Unfortunately, the wild blueberries we picked were as sweet as vinegar. | Choices: [onomatopoeia, verbal irony] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As sweet as vinegar shows verbal irony because vinegar is sour, not sweet."
+"Question: Assume all other forces on the chisel are balanced. Which statement describes the forces on the chisel? | Choices: [The forces are unbalanced, so there is a net force on the chisel., The forces are balanced, so there is no net force on the chisel.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Balanced and unbalanced forces | Lecture: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
+When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
+When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | Solution: To determine if there is a net force on the chisel, look at the forces:
+The hammer is pushing the chisel forward with a force of 40 N.
+The block of marble is pushing the chisel backward with a force of 40 N.
+The forces are in opposite directions, and the forces have the same magnitude: 40 N. This means that the forces are balanced, so there is no net force on the chisel. | Hint: Clara is hammering a chisel into a block of marble to carve a sculpture. The hammer is pushing the chisel forward with a force of 40N. The block of marble is pushing the chisel backward with a force of 40N."
+"Question: What does ""quartered"" mean? | Choices: [imprisoned, attacked, paid a small amount, given a place to stay] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: civics | Skill: The Bill of Rights | Lecture: nan | Solution: In the Third Amendment, ""quartered"" means ""given a place to stay."" So, the Third Amendment says that Americans don't have to let soldiers stay in their houses during a time of peace. The complete text of the Third Amendment is below. Are there any times when an American might have to let a soldier stay in his or her house? No soldier shall, in time of peace be quartered in any house, without the consent of the owner, nor in time of war, but in a manner to be prescribed by law. | Hint: The Third Amendment says that no soldier shall be ""quartered in any house"" during a time of peace without the house owner's permission."
+"Question: Which word would you find on a dictionary page with the following guide words?
+chase - compass | Choices: [captive, circular] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since circular is between the guide words chase - compass, it would be found on that page."
+"Question: Which type of sentence is this?
+As Michael sat down on the rickety old chair, it abruptly collapsed beneath him. | Choices: [compound, simple, compound-complex, complex] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.
+As Michael sat down on the rickety old chair, it abruptly collapsed beneath him."
+"Question: What is the volume of a bathtub? | Choices: [100 fluid ounces, 100 cups, 100 gallons] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a bathtub is 100 gallons.
+100 fluid ounces and 100 cups are both too little. | Hint: Select the best estimate."
+"Question: Which would smell the most? | Choices: [gasoline, clay tile, metal shield] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Smelly is a property. A smelly material has a strong smell.
+Look at each picture, one at a time. Imagine smelling the material shown in each picture.
+Of the choices, the gasoline would smell the most. Gasoline has a strong smell."
+"Question: Which word does not rhyme? | Choices: [pink, think, glad] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the ip sound.
+The words lake and make rhyme. They both end with the ake sound.
+The words tip and lake don't rhyme. They end with different sounds. | Solution: The words pink and think rhyme. They both end with the ink sound.
+The word glad does not rhyme. It ends with a different sound."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Lucy felt awful after she scolded Erica for missing the deadline., After Lucy scolded Erica for missing the deadline, she felt awful.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun she could refer to Lucy or Erica.
+After Lucy scolded Erica for missing the deadline, she felt awful.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Lucy felt awful after she scolded Erica for missing the deadline."
+"Question: What does this Works Cited entry indicate about the cited work?
+Mark, Philip. ""Thursday's Meeting."" Message to Luiz Rodriguez. 3 May 2014. E-mail. | Choices: [Mark is the sender's first name., Philip is the sender's first name., Luiz is the sender's first name.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: reference-skills | Skill: Understand a Works Cited entry (MLA 7th edition) | Lecture: When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.
+Below are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.
+Books:
+Format | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.
+Example | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.
+Essays, short stories, or poems in an anthology or book:
+Format | Author(s). ""Essay, Poem, or Short Story Title."" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.
+Example | James, Henry. ""The Middle Years."" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.
+Magazine and newspaper articles:
+Format | Author(s). ""Article Title."" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.
+Example | Hayes, David J., and James H. Stock. ""The Real Cost of Coal."" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.
+Journal articles:
+Format | Author(s). ""Article Title."" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.
+Example | Gillette, Jane, et al. ""Human Simulations of Vocabulary Learning."" Cognition 73.2 (1999): 135-176. Print.
+Web pages:
+Format | Author(s). ""Page Title."" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.
+Example | Gunn, Janelle P., and Lauren E. Owens. ""How to Slash Sodium from Your Diet."" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.
+Additional guidelines:
+Author Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by ""et al.,"" which stands for and others (e.g., Smith, Jane, et al.).
+Medium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are ""Print"" and ""Web,"" but other possibilities include ""Film,"" ""E-mail,"" and ""Lecture."" Whenever the Medium of Publication is ""Web,"" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.
+Editors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. ""Ed."" stands for edited by. ""Trans."" stands for translated by.
+Missing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation ""n. pag."" is used instead. If a work has no available publication date, the abbreviation ""n.d."" is used instead. If a work has no available publisher or no available city of publication, the abbreviation ""n.p."" is used instead.
+ | Solution: Look closely at the Works Cited entry:
+Mark, Philip. ""Thursday's Meeting."" Message to Luiz Rodriguez. 3 May 2014. E-mail.
+You can tell that Philip is the sender's first name because the sender's name appears last name first at the beginning of the entry."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Though Mr. Murphy loved the old house's charming kitchen, it was in serious need of repair., The old house was in serious need of repair, but Mr. Murphy loved its charming kitchen.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun it could refer to the house or the kitchen.
+Though Mr. Murphy loved the old house's charming kitchen, it was in serious need of repair.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+The old house was in serious need of repair, but Mr. Murphy loved its charming kitchen."
+"Question: Which sentence uses a metaphor? | Choices: [Anthony's eyes are bright green emeralds., Anthony's eyes are as green as emeralds.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: This sentence uses a metaphor:
+Anthony's eyes are bright green emeralds.
+The words eyes and emeralds are compared without the word like or as.
+This sentence uses a simile:
+Anthony's eyes are as green as emeralds.
+The words eyes and emeralds are compared using the word as."
+"Question: Does the sentence use a simile or a metaphor?
+Mrs. Gibson is an owl, working at night and sleeping during the day. | Choices: [metaphor, simile] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: Mrs. Gibson is an owl, working at night and sleeping during the day.
+The words Mrs. Gibson and owl are compared without the word like or as. So, the sentence uses a metaphor."
+"Question: What information supports the conclusion that Danny acquired this trait? | Choices: [Danny's scar is on his left knee. His mother also has a scar on her left knee., Danny's brother has scars on both of his knees., Danny's scar was caused by an accident. He cut his leg when he fell off his skateboard.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Danny has a scar on his left knee."
+"Question: What do these two changes have in common?
+dry ice sublimating and becoming a gas
+water evaporating from a lake | Choices: [Both are chemical changes., Both are caused by cooling., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Dry ice is solid carbon dioxide. When dry ice gets warm, it changes state and becomes carbon dioxide gas. This change of state, from solid to gas, is called sublimation.
+Dry ice becoming a gas is a physical change. A change of state does not form a different type of matter.
+Water evaporating from a lake is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which phrase has a more negative connotation? | Choices: [a company's spoils, a company's profits] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: A company's spoils has a more negative connotation. Spoils and profits both denote material gains. However, spoils suggests things of value that were unfairly taken from others, while profits suggests money that was earned."
+"Question: Complete the sentences.
+According to the Tenth Amendment, the Constitution lists all of the powers given to the United States government. Any power not listed in the Constitution belongs to either the American people or (). | Choices: [the state governments, private businesses, the king or queen of Great Britain, the Canadian government] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: civics | Skill: The Bill of Rights | Lecture: nan | Solution: According to the Tenth Amendment, the Constitution lists all of the powers given to the United States government. Any power not listed in the Constitution belongs to either the American people or the state governments. The full text of the Tenth Amendment is below. The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people."
+"Question: Which is smoother? | Choices: [glass jar, bark] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Smooth is a property. A smooth material is not rough or bumpy.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the glass jar is smoother. If you touch a glass jar, it will not feel rough or bumpy."
+"Question: What kind of sentence is this?
+Barbara gave me flowers for no reason. | Choices: [declarative, interrogative] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, and it ends with a period. It is a declarative sentence."
+"Question: Is the following trait inherited or acquired?
+Jane plays soccer. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play soccer. Instead, some people learn how to play soccer. Playing the sport takes practice. So, playing soccer is an acquired trait."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Gabriel bought a program for the opera without realizing that it was in Russian., Gabriel bought a program for the opera without realizing that the program was in Russian.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun it could refer to the program or the opera.
+The second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the program.
+Gabriel bought a program for the opera without realizing that the program was in Russian."
+"Question: Which logical fallacy is used in the text?
+Mayor Haley wants to create more bicycle lanes in Rockport. Why is he forcing us to give up our cars and bike everywhere? | Choices: [straw man: a misrepresentation of an opponent's position that makes it easier to argue against, appeal to nature: the assumption that natural things are always good] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that creating more bike lanes means that Mayor Haley thinks that everyone should ride bicycles instead of cars. However, the fact that Mayor Haley wants more bike lanes doesn't necessarily suggest that the mayor is opposed to other forms of transportation. This illustrates a type of logical fallacy known as a straw man."
+"Question: Which closing is correct for a letter? | Choices: [Your Niece,
+Amelia, Your niece,
+Amelia] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Select the tropical rain forest ecosystem. | Choices: [This ecosystem has:
+year-round rain and warm temperatures
+soil that is poor in nutrients
+many different types of organisms, This ecosystem has:
+a small amount of rain
+dry, thin soil
+many different types of organisms, This ecosystem has:
+long, cold winters and short, cool summers
+many evergreen trees
+soil that is poor in nutrients] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Identify ecosystems | Lecture: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
+There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
+the pattern of weather, or climate
+the type of soil
+the organisms that live there | Solution: A tropical rain forest is a type of ecosystem. It has year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms.
+Choice 1 is a tropical rain forest ecosystem. It has year-round rain and soil that is poor in nutrients.
+Choice 2 is a hot desert ecosystem. It is dry and is home to many different types of organisms.
+Choice 3 is a taiga ecosystem. It has many evergreen trees. It also has long, cold winters and short, cool summers."
+"Question: Which figure of speech is used in this text?
+After tripping on the red carpet, the actress thought she would die of embarrassment. | Choices: [oxymoron, hyperbole] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+Die of embarrassment is an exaggeration, since the actress is probably not actually in danger of dying due to embarrassment."
+"Question: In 1787, a group of representatives from the states wrote the United States Constitution. What is the Constitution? | Choices: [the announcement of the colonies' independence from Great Britain, a list of the rights and powers that every state constitution must include, the written plan for the government of the United States, the peace treaty that ended the Revolutionary War] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: us-history | Skill: The Constitutional Convention | Lecture: nan | Solution: The United States Constitution is the written plan for the government of the United States. It describes the structure and powers of the central government and is one of the country's founding documents.
+How was the Constitution written?
+The Constitution was written in 1787 by a group of representatives from the states. Their four-month meeting was later called the Constitutional Convention. The representatives created the government structure that is still in place today, more than 200 years later!"
+"Question: The city of Wildgrove has been one of the world's biggest makers of cough drops for many years. But last month, Wildgrove's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops? | Choices: [The supply will probably go up., The supply will probably go down.] | Task: closed choice | Subject: social science | Grade: grade8 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Floods destroyed the cough drop factories in Wildgrove. The number of producers of cough drops went down. So, the supply of cough drops will probably go down."
+"Question: Is the following trait inherited or acquired?
+Colton has five fingers on each hand. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Most humans are born with five fingers on each hand. So, having five fingers is an inherited trait. | Hint: Hint: Colton was born with five fingers on each hand."
+"Question: How long is a sunflower seed? | Choices: [20 kilometers, 20 centimeters, 20 millimeters, 20 meters] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a sunflower seed is 20 millimeters.
+20 centimeters, 20 meters, and 20 kilometers are all too long. | Hint: Select the best estimate."
+"Question: Using only these supplies, which question can Carmen investigate with an experiment? | Choices: [When placed in the sun, does a glass jar wrapped in cotton heat up more than a glass jar wrapped in wool?, When wrapped in a cotton shirt and placed in the sun, does a large jar or a small jar heat up more?, When placed in the sun, does a glass jar wrapped in a black cotton shirt heat up more than a glass jar wrapped in a white cotton shirt?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Carmen is outside with her friend on a sunny day. Carmen is wearing a light-colored shirt, and she notices that she feels colder than her friend, who is wearing a dark shirt. She wonders what factors affect how fabric warms an object. So, she decides to design an experiment. She has the following supplies available:
+a black cotton shirt
+a white cotton shirt
+two identical empty glass jars
+two thermometers"
+"Question: What information supports the conclusion that Kathleen inherited this trait? | Choices: [Kathleen's hair is the same color as her brown eyes., Kathleen's father has brown eyes. He passed this trait down to Kathleen.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Kathleen has brown eyes."
+"Question: Complete the statement. Assume that the sled's mass did not change.
+The gravitational potential energy stored between the sled and Earth () as Leslie rode down the hill. | Choices: [increased, decreased, stayed the same] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the sled and the center of Earth changed.
+The bottom of the hill was lower than the point where Leslie started sledding. As Leslie rode toward the bottom of the hill, the distance between the sled and the center of Earth decreased. So, the gravitational potential energy stored between the sled and Earth decreased as Leslie rode down the hill. | Hint: Read the text about an object in motion.
+On a snowy day, Leslie rode her sled down a big hill."
+"Question: Select the temperature shown by this thermometer. | Choices: [10°C, 0°C, 20°C] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Read a thermometer | Lecture: A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is °.
+Some thermometers measure temperature in degrees Celsius (°C). Celsius is one scale used to measure temperature.
+This is a tube thermometer. It has a tube filled with a red liquid.
+There is a Celsius scale along the right side of the tube. The top of the red liquid lines up with the number 30 on the scale. So, the temperature shown by this thermometer is 30°C. | Solution: Find the top of the red liquid.
+Now look at the scale to the right. The top of the red liquid lines up with 20. So, the temperature is 20°C."
+"Question: Which change better matches the sentence?
+An area becomes drier than usual after a year without rain. | Choices: [volcanic eruption, drought] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: earth-science | Skill: Classify changes to Earth's surface | Lecture: nan | Solution: nan"
+"Question: Which object has the least thermal energy? | Choices: [a meatball at a temperature of 118°F, a meatball at a temperature of 116°F, a meatball at a temperature of 108°F] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: All three meatballs have the same mass but different temperatures. Since the 108°F meatball is the coldest, it has the least thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which word would you find on a dictionary page with the following guide words?
+snack - stumble | Choices: [solve, scatter] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since solve is between the guide words snack - stumble, it would be found on that page."
+"Question: According to Newton's third law, what other force must be happening? | Choices: [The mound of cookie dough is pushing on the rolling pin., The mound of cookie dough is pulling on the rolling pin.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Predict forces using Newton's third law | Lecture: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
+For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Solution: The rolling pin is pushing on the mound of cookie dough. So, Newton's third law tells you that the mound of cookie dough is pushing on the rolling pin. | Hint: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
+Consider the following force:
+A rolling pin is pushing on a mound of cookie dough."
+"Question: Which word would you find on a dictionary page with the following guide words?
+pail - planned | Choices: [pilgrim, pudding] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since pilgrim is between the guide words pail - planned, it would be found on that page."
+"Question: Which word would you find on a dictionary page with the following guide words?
+let - loud | Choices: [landlord, librarian] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since librarian is between the guide words let - loud, it would be found on that page."
+"Question: Select the animal that does not have a backbone. | Choices: [golden frog, bumble bee] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A golden frog is an amphibian. Like other amphibians, a golden frog has a backbone.
+A bumble bee is an insect. Like other insects, a bumble bee does not have a backbone. It has a hard outer cover. | Hint: Hint: Insects, spiders, and worms do not have backbones."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Moray eels look like snakes, but snakes belong to a different class of the animal kingdom., Moray eels look like snakes, but they belong to a different class of the animal kingdom.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun they could refer to moray eels or snakes.
+The first answer choice shows a possible correction for the vague pronoun reference. They has been replaced with snakes.
+Moray eels look like snakes, but snakes belong to a different class of the animal kingdom."
+"Question: Which figure of speech is used in this text?
+At only five feet tall, I've always felt a little vertically challenged. All of my friends are at least three inches taller. | Choices: [antithesis, euphemism] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Vertically challenged is an indirect way of saying that someone is short."
+"Question: What information supports the conclusion that Ruth inherited this trait? | Choices: [Ruth's parents were born with wavy hair. They passed down this trait to Ruth., Ruth and her mother both have short hair.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Ruth has wavy hair."
+"Question: Compare the motion of three speedboats. Which speedboat was moving at the lowest speed? | Choices: [a speedboat that moved 505kilometers west in 10hours, a speedboat that moved 465kilometers south in 10hours, a speedboat that moved 495kilometers south in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each speedboat moved and the time it took to move that distance. The direction each speedboat moved does not affect its speed.
+Notice that each speedboat moved for 10 hours. The speedboat that moved 465 kilometers moved the shortest distance in that time. So, that speedboat must have moved at the lowest speed."
+"Question: What does the personification in this text suggest?
+Reggie tried to ignore his unfinished essay, but it glared at him from across the room. | Choices: [The essay was printed in large type., It bothered Reggie that the essay wasn't finished.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Interpret the figure of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind. | Solution: The text uses personification, giving human characteristics to nonhuman things.
+Glared at him suggests that it bothered Reggie that the essay wasn't finished. The essay is like a person who is bothering Reggie."
+"Question: Which is a complete sentence? | Choices: [Mona spilled apple juice on the carpet., Jessica wants to visit Lexington, she heard it has beautiful parks.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Mona spilled apple juice on the carpet is a complete sentence. The subject is Mona, and the verb is spilled."
+"Question: Which figure of speech is used in this text?
+We sat beneath the beech tree and enjoyed the breeze. | Choices: [assonance, antithesis] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses assonance, the repetition of a vowel sound in a series of nearby words.
+The words we, beneath, beech, tree, and breeze share a vowel sound."
+"Question: What information supports the conclusion that Donald acquired this trait? | Choices: [Donald learned biology by reading, observing, and experimenting., Donald is most interested in human biology.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Donald knows a lot about biology."
+"Question: What kind of sentence is this?
+Return the pliers to the toolbox in the garage when you're done. | Choices: [exclamatory, interrogative, imperative] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence tells someone to do something, so it is an imperative sentence. Here, it ends with a period."
+"Question: Which object has the most thermal energy? | Choices: [a cookie at a temperature of 45°F, a cookie at a temperature of 65°F, a cookie at a temperature of 80°F] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three cookies have the same mass but different temperatures. Since the 80°F cookie is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which would stretch more? | Choices: [wool sweater, ice rink] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Stretchy is a property. A stretchy material gets longer when you pull on it.
+Look at each picture, one at a time. Imagine pulling on the material shown in each picture.
+Of the choices, the wool sweater would stretch more. If you pull on the sleeve of a wool sweater, it will get longer."
+"Question: What kind of sentence is this?
+Who started the rumor about the cafeteria serving cotton candy and ice cream for lunch? | Choices: [imperative, exclamatory, interrogative] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: Which organ provides a barrier against contaminants found in the environment? | Choices: [skin, stomach, brain, muscles] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Human organs and their functions | Lecture: nan | Solution: nan"
+"Question: How long is a paper clip? | Choices: [34 millimeters, 34 kilometers, 34 meters] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a paper clip is 34 millimeters.
+34 meters and 34 kilometers are both too long. | Hint: Select the best estimate."
+"Question: Which figure of speech is used in this text?
+Miguel returned to the parking lot to find his car somewhat destroyed. Apparently someone had crashed into it while he was working and had broken the entire front windshield. | Choices: [oxymoron, hyperbole] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Somewhat destroyed is a contradiction, because somewhat means partially or moderately, and destroyed implies totally wrecked."
+"Question: Which correctly shows the title of an article? | Choices: [""Tips for Getting In"", Tips for Getting In] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: An article should be in quotation marks.
+The correct title is ""Tips for Getting In."""
+"Question: What information supports the conclusion that Kimi acquired this trait? | Choices: [Kimi knits sweaters using cotton, wool, and other types of yarn., Kimi learned how to knit in an after school program.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Kimi knows how to knit sweaters."
+"Question: What information supports the conclusion that Sebastian acquired this trait? | Choices: [Sebastian's friend taught him how to fly a kite., Sebastian's neighbor taught him how to repair a kite., Sebastian likes to fly a kite with his younger brother.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Sebastian knows how to fly a kite."
+"Question: Which glas of apple juice has more thermal energy? | Choices: [the colder glass of apple juice, the hotter glass of apple juice] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two glasses of apple juice are made of the same material and have the same mass. So, the hotter glass of apple juice has more thermal energy. | Hint: Two 250-gram glasses of apple juice are identical except for their temperatures."
+"Question: Which sentence states a fact? | Choices: [The city of Dubrovnik, Croatia, located nearly 250 miles from the capital city of Zagreb, is better to visit during the summer festival season., The city of Dubrovnik, Croatia, once had the third-largest navy in the Mediterranean.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: Statements of fact make claims that are based on research, observation, or experimentation. Facts can be proved with evidence.
+Napoleon Bonaparte was shorter than King Louis XVI.
+This statement is a fact. The statement can be verified by researching and comparing the height of each man.
+Statements of opinion make claims that are based on personal judgments or perspectives. Opinions can be supported by evidence, but they cannot be definitively proved.
+Napoleon Bonaparte was a better leader than King Louis XVI.
+This statement is an opinion. People can have different ideas about what makes someone a ""better"" leader, so the statement cannot be proved. | Solution: The first sentence states a fact. It can be verified by looking up the history of the largest naval forces in the Mediterranean.
+The city of Dubrovnik, Croatia, once had the third-largest navy in the Mediterranean.
+The second sentence states an opinion. Better indicates a personal judgment.
+The city of Dubrovnik, Croatia, located nearly 250 miles from the capital city of Zagreb, is better to visit during the summer festival season."
+"Question: Which word would you find on a dictionary page with the following guide words?
+appetite - asked | Choices: [arch, advise] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since arch is between the guide words appetite - asked, it would be found on that page."
+"Question: Complete the statement.
+Oxygen is (). | Choices: [a compound, an elementary substance] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
+A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
+Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
+The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one atomic symbol.
+The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
+For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple atomic symbols.
+The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | Solution: You can tell whether oxygen is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for oxygen, O2, contains one atomic symbol: O. So, the formula tells you that oxygen is composed of only one chemical element.
+Since oxygen is composed of only one chemical element, oxygen is an elementary substance. | Hint: Billions of pounds of oxygen are produced in factories each year. Over half of this oxygen is used to help produce steel. The chemical formula for oxygen is O2."
+"Question: Does this passage describe the weather or the climate?
+Seattle, Washington, has over 200 cloudy days every year. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Seattle, Washington, has over 200 cloudy days every year.
+This passage tells you about the usual pattern of clouds in Seattle. It does not describe what the weather is like on a particular day. So, this passage describes the climate. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Which correctly shows the title of an article? | Choices: [""Medicine's Search for Meaning"", Medicine's Search for Meaning] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: An article should be in quotation marks.
+The correct title is ""Medicine's Search for Meaning."""
+"Question: Which figure of speech is used in this text?
+The hum of the computer concerned Vijay. Was the problem with the power supply or the hard drive? | Choices: [onomatopoeia, metaphor] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses onomatopoeia, a word that expresses a sound.
+Hum represents the sound the computer was making."
+"Question: Which word does not rhyme? | Choices: [hard, third, bird] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words bird and third rhyme. They both end with the ird sound.
+The word hard does not rhyme. It ends with a different sound."
+"Question: Select the animal that has a backbone. | Choices: [California newt, monarch butterfly] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A monarch butterfly is an insect. Like other insects, a monarch butterfly does not have a backbone. It has a hard outer cover.
+A California newt is an amphibian. Like other amphibians, a California newt has a backbone. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones."
+"Question: Which figure of speech is used in this text?
+People the world over have always been more impressed by the power of our example than by the example of our power.
+—President Bill Clinton, speech at the 2008 Democratic National Convention | Choices: [apostrophe, chiasmus] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses chiasmus, an expression in which the second half parallels the first but reverses the order of words.
+The second half of the sentence reverses the order of the words power and example relative to the first half."
+"Question: What information supports the conclusion that Vicky inherited this trait? | Choices: [Both of Vicky's biological parents have naturally black hair., Some people use a hair dryer to straighten their hair. But Vicky and her brothers have naturally straight hair., When she was younger, Vicky wore ribbons in her naturally black hair.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Vicky has naturally black hair."
+"Question: How long is a road from one end of a city to the other? | Choices: [6 meters, 6 kilometers] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?
+The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.
+There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.
+There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. | Solution: The better estimate for the length of a road from one end of a city to the other is 6 kilometers.
+6 meters is too short. | Hint: Select the better estimate."
+"Question: Does the sentence use a simile or a metaphor?
+Every Sunday, that popular farmers' market is like a zoo. | Choices: [metaphor, simile] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: Every Sunday, that popular farmers' market is like a zoo.
+The words farmers' market and zoo are compared using the word like. So, the sentence uses a simile."
+"Question: Which closing is correct for a letter? | Choices: [your friend,
+Marcy, Your friend,
+Marcy] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which would stretch more? | Choices: [glass marbles, rubber gloves] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Stretchy is a property. A stretchy material gets longer when you pull on it.
+Look at each picture, one at a time. Imagine pulling on the material shown in each picture.
+Of the choices, the rubber gloves would stretch more. If you pull the fingers of a rubber glove, they will get longer."
+"Question: What information supports the conclusion that Jennifer acquired this trait? | Choices: [Both Jennifer and her father grow sunflowers., Last summer, Jennifer's neighbor showed her how to grow sunflowers., Jennifer likes to visit sunflower fields.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Jennifer knows how to grow sunflowers."
+"Question: Which object has the most thermal energy? | Choices: [a blueberry muffin at a temperature of 94°F, a blueberry muffin at a temperature of 99°F, a blueberry muffin at a temperature of 103°F] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three blueberry muffins have the same mass but different temperatures. Since the 103°F muffin is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: What is the volume of a bathtub? | Choices: [60 fluid ounces, 60 gallons, 60 cups] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a bathtub is 60 gallons.
+60 fluid ounces and 60 cups are both too little. | Hint: Select the best estimate."
+"Question: What does the verbal irony in this text suggest?
+""This salsa could use a little more spice,"" Javier said as he gulped down water and wiped tears from his eyes. | Choices: [The salsa was too spicy., The salsa triggered Javier's allergies.] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Could use a little more spice ironically suggests that the salsa was too spicy. Javier gulped down water and wiped tears from his eyes, indications that the salsa was indeed too spicy."
+"Question: Which logical fallacy is used in the text?
+The Boston Red Sox failed to win the World Series for eighty-six years after they traded Babe Ruth to the New York Yankees. Fans believed this to be the ""Curse of the Bambino,"" or punishment for selling ""The Bambino"" to another team. | Choices: [slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, false dichotomy: an argument that presents only two choices when more options exist, false causation: the assumption that because two things happened together, one caused the other] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that trading Babe Ruth to the Yankees led to the Red Sox's losing streak. However, that's not necessarily true. For instance, the team might have just had some bad luck. This illustrates a type of logical fallacy known as false causation."
+"Question: Which logical fallacy is used in the text?
+Right after Edgar moved into the apartment, our washing machine broke. He'd better tell us how he broke it. | Choices: [ad hominem: a personal attack against one's opponent, false causation: the assumption that because two things happened together, one caused the other] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Edgar is responsible for the broken washing machine. However, the fact that the machine stopped working soon after Edgar moved in doesn't necessarily mean that he caused the machine to break. This illustrates a type of logical fallacy known as false causation."
+"Question: Which figure of speech is used in this text?
+The archaeologists believe that the bones they found are about fourteen thousand years old, but we won't have an exact estimate until the laboratory tests are complete. | Choices: [euphemism, oxymoron] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Exact estimate is a contradiction, because an estimate is an inexact or tentative measurement."
+"Question: What information supports the conclusion that Eve inherited this trait? | Choices: [Eve's biological mother often wears her straight hair in a ponytail., Eve's neighbor also has straight hair., Eve's biological parents have red hair. Eve also has red hair.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Eve has straight hair."
+"Question: Complete the sentence.
+Folding a piece of paper is a (). | Choices: [physical change, chemical change] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two ways matter can change.
+In a chemical change, the type of matter changes.
+Burning a piece of paper is a chemical change. The paper changes into ash and smoke.
+In a physical change, the type of matter stays the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+Ice melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. | Solution: Folding a piece of paper is a physical change. The paper gets a different shape. But it is still made of the same type of matter."
+"Question: Complete the sentence so that it uses personification.
+The blanket of snow () the cozy little cottage. | Choices: [completely covered, wrapped its arms around] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the phrase wrapped its arms around. It describes the snow as if it were a person offering a hug."
+"Question: Based on this information, what is Shiloh's phenotype for the fur length trait? | Choices: [short fur, long fur] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Shiloh's genotype for the fur length gene is ff. Shiloh's genotype of ff has only f alleles. The f allele is for long fur. So, Shiloh's phenotype for the fur length trait must be long fur.
+To check this answer, consider whether Shiloh's alleles are dominant or recessive. The allele for long fur (f) is recessive to the allele for short fur (F). This means F is a dominant allele, and f is a recessive allele.
+Shiloh's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Shiloh's phenotype for the fur length trait must be long fur. | Hint: In a group of dogs, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele for long fur (f) is recessive to the allele for short fur (F).
+Shiloh is a dog from this group. Shiloh has the homozygous genotype ff for the fur length gene."
+"Question: Which tense does the sentence use?
+The painter will blend blue and yellow together. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, blend. The verb tells you about something that is going to happen."
+"Question: Based on this information, what is Thor's genotype for the fur color gene? | Choices: [orange fur, FF] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Thor has two alleles for orange fur (F). So, Thor's genotype for the fur color gene is FF. | Hint: In a group of Bengal tigers, some individuals have orange fur and others have white fur. In this group, the gene for the fur color trait has two alleles. The allele F is for orange fur, and the allele f is for white fur.
+Thor, a Bengal tiger from this group, has orange fur. Thor has two alleles for orange fur."
+"Question: Which figure of speech is used in this text?
+We find ourselves rich in goods, but ragged in spirit.
+—President Richard Nixon, inaugural address | Choices: [antithesis, euphemism] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses antithesis, the contrasting of opposing ideas within a parallel grammatical structure.
+Nixon contrasts two aspects of the American people, rich in goods and ragged in spirit."
+"Question: Would you find the word stuff on a dictionary page with the following guide words?
+should - sly | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since stuff is not between the guide words should - sly, it would not be found on that page."
+"Question: How long is a limousine? | Choices: [7 yards, 7 inches, 7 feet] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a limousine is 7 yards.
+7 inches and 7 feet are both too short. | Hint: Select the best estimate."
+"Question: What kind of sentence is this?
+This cool breeze feels great on such a hot day. | Choices: [interrogative, declarative] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, and it ends with a period. It is a declarative sentence."
+"Question: Would you find the word noise on a dictionary page with the following guide words?
+neither - nurse | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since noise is between the guide words neither - nurse, it would be found on that page."
+"Question: Which logical fallacy is used in the text?
+Quinoa is a delicious, plant-based source of protein because it tastes so darn good. | Choices: [circular reasoning: an argument that supports a claim with the claim itself, ad hominem: a personal attack against one's opponent] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that quinoa is delicious because it tastes good. However, the ""evidence"" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning."
+"Question: Would you find the word rinse on a dictionary page with the following guide words?
+room - rug | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since rinse is not between the guide words room - rug, it would not be found on that page."
+"Question: Which tense does the sentence use?
+The hospital stayed open all day and night. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, stayed. The verb ends in -ed and tells you about something that has already happened."
+"Question: Complete the sentence so that it uses personification.
+Lying in a pile on the ground, the dirty, tattered coat looked (). | Choices: [wrinkled, depressed] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word depressed. It describes the coat as if it were a sad, worn-out person."
+"Question: What is the mass of a floor lamp? | Choices: [4 kilograms, 4 grams] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a floor lamp is 4 kilograms.
+4 grams is too light. | Hint: Select the better estimate."
+"Question: Select the one animal that has all of the marsupial traits listed above. | Choices: [Echidnas are covered in fur and spines. Their spines help protect them from predators. When an echidna is scared, it curls up into a ball! Echidnas lay eggs and feed their offspring milk., Young gray kangaroos are called joeys. Female gray kangaroos carry their joeys in their pouches after they are born. Gray kangaroos get their name from their gray fur.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify animals | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Marsupials have the following traits:
+They have offspring that lives in the mother's pouch after birth.
+They have fur or hair.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+An echidna has the following traits:
+It makes eggs with shells.
+It has fur.
+An echidna does not have all of the traits of a marsupial. An echidna is a monotreme.
+A gray kangaroo has the following traits:
+It has offspring that lives in the mother's pouch after birth.
+It has fur.
+A gray kangaroo has the traits of a marsupial. A gray kangaroo is a marsupial. | Hint: Marsupials are a group of animals with similar traits. The following traits can be used to identify marsupials:
+They have offspring that lives in the mother's pouch after birth.
+They have fur or hair. Observe the animals and read the descriptions."
+"Question: Based on this information, what is Admiral's phenotype for the eye color trait? | Choices: [black eyes, red eyes] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine Admiral's phenotype for the eye color trait. First, consider the alleles in Admiral's genotype for the eye color gene. Then, decide whether these alleles are dominant or recessive.
+The allele for black eyes (e) is recessive to the allele for red eyes (E). This means E is a dominant allele, and e is a recessive allele.
+Admiral's genotype of Ee has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Admiral's phenotype for the eye color trait must be red eyes. | Hint: In a group of koi fish, some individuals have red eyes and others have black eyes. In this group, the gene for the eye color trait has two alleles. The allele for black eyes (e) is recessive to the allele for red eyes (E).
+Admiral is a koi fish from this group. Admiral has the heterozygous genotype Ee for the eye color gene."
+"Question: Which closing is correct for a letter? | Choices: [Your Friend,
+Grayson, Your friend,
+Grayson] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: How long is a garden snail? | Choices: [43 kilometers, 43 millimeters, 43 centimeters, 43 meters] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a garden snail is 43 millimeters.
+43 centimeters, 43 meters, and 43 kilometers are all too long. | Hint: Select the best estimate."
+"Question: What information supports the conclusion that Jared inherited this trait? | Choices: [Jared's mother cuts his hair every month., Jared's parents have blond hair. They passed down this trait to Jared.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Jared has blond hair."
+"Question: Read the following text from a student essay. How can the writer best improve his or her grammar and mechanics?
+When I'm asked to name my favorite teacher, I immediately think of Mr. Sweeney. In fifth grade, Mr. Sweeney taught us all about architecture he had the class start by learning to measure things very accurately. We studied environmentally friendly building methods, and we designed and built our own homes of the future. Mr. Sweeney was always fun and interesting, he believed that we could do more than we thought we could do. He helped me break boundaries in my life, he was a positive influence on me and will always be one of the most inspirational people in my life. | Choices: [by using correct verb tenses, by fixing run-on sentences] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: When you review a fellow student's writing, try to make your feedback clear and specific. You can use questions such as the following to guide your feedback:
+Ideas and development: Does the writer express a clear main idea and develop it with evidence, examples, and analysis?
+Organization: Does the writer order ideas in a clear, logical way so that the ideas build on one another and are easy to follow?
+Sentence fluency: Do the writer's sentences vary in structure and length, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely, avoiding excessive repetition or inappropriate language to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer use accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her grammar and mechanics by fixing run-on sentences.
+For example, the writer could divide each of the underlined run-on sentences into two complete sentences.
+When I'm asked to name my favorite teacher, I immediately think of Mr. Sweeney. In fifth grade, Mr. Sweeney taught us all about architecture he had the class start by learning to measure things very accurately. We studied environmentally friendly building methods, and we designed and built our own homes of the future. Mr. Sweeney was always fun and interesting, he believed that we could do more than we thought we could do. He helped me break boundaries in my life, he was a positive influence on me and will always be one of the most inspirational people in my life."
+"Question: Which figure of speech is used in this text?
+Julia gazed at the ancient pug that seemed to sleep all day and noted, ""You're an energetic puppy!"" | Choices: [idiom, verbal irony] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+An energetic puppy shows verbal irony because an old, exhausted dog is far from an energetic puppy."
+"Question: Which text message is more formal? | Choices: [Ms. Ellis is already here. She's waiting in the lobby., Heads up! Ellis is here. In the lobby.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first text message is more formal. It uses complete sentences, avoids slang (heads up), and uses the person's title (Ms. Ellis). The other text message includes more casual language and sentence fragments."
+"Question: Which sentence states a fact? | Choices: [Chicago's Willis Tower is 1,450 feet tall., The Willis Tower ruins the beauty of Chicago's downtown.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
+The flag of the United States has 13 stripes.
+This is a fact. It can be proved by looking at the flag and counting the number of stripes.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+The flag of the United States is easy to draw.
+This is an opinion. People may have different opinions about what makes a flag ""easy"" to draw. | Solution: The first sentence states a fact.
+Chicago's Willis Tower is 1,450 feet tall.
+It can be proved by checking an accurate website about the Willis Tower.
+The second sentence states an opinion.
+The Willis Tower ruins the beauty of Chicago's downtown.
+Ruins the beauty shows what a person believes, thinks, or feels. Another person might have a different opinion about whether the Willis Tower makes Chicago less beautiful."
+"Question: Is washing clothes a good or a service? | Choices: [a service, a good] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether washing clothes is a good or a service, ask these questions:
+Is washing clothes something you can touch? No.
+Is washing clothes a job you might pay someone else to do? Yes.
+So, washing clothes is a service."
+"Question: Complete the statement. Assume that the water balloon's mass did not change.
+The gravitational potential energy stored between the water balloon and Earth () as the water balloon fell toward Andy. | Choices: [stayed the same, increased, decreased] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the water balloon and the center of Earth changed.
+Andy was lower than the balcony. As the water balloon fell toward Andy, the distance between the water balloon and the center of Earth decreased. So, the gravitational potential energy stored between the water balloon and Earth decreased as the water balloon fell toward Andy. | Hint: Read the text about an object in motion.
+Hazel dropped a water balloon off a balcony. The water balloon fell toward her friend Andy, who was standing below the balcony."
+"Question: Which logical fallacy is used in the text?
+Thanks to her enduring popularity with employees, Lucy Shepherd is the best-liked CEO in our company's history. | Choices: [circular reasoning: an argument that supports a claim with the claim itself, false dichotomy: an argument that presents only two choices when more options exist] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Lucy Shepherd is well-liked, because she's popular. However, the ""evidence"" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning."
+"Question: Which tense does the sentence use?
+My skin swelled because of the bee sting. | Choices: [past tense, future tense, present tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, swelled. The verb ends in -ed and tells you about something that has already happened."
+"Question: Which figure of speech is used in this text?
+Would you mind lending me your pencil? I tried using mine, but it's pointless. | Choices: [metaphor, pun] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses a pun, a word or phrase that humorously suggests more than one meaning.
+It's pointless means that there is no purpose in doing something. It also means that the pencil won't work because it doesn't have a sharpened point."
+"Question: Is the following trait inherited or acquired?
+Marco can ride a bicycle. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to ride a bicycle. Instead, many people learn how to ride. So, riding a bicycle is an acquired trait. | Hint: Hint: Riding a bike well takes practice."
+"Question: Which word would you find on a dictionary page with the following guide words?
+account - anxious | Choices: [alive, appear] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since alive is between the guide words account - anxious, it would be found on that page."
+"Question: What information supports the conclusion that Danielle inherited this trait? | Choices: [Danielle's parents have red hair. They passed down this trait to Danielle., Danielle and her mother both wear their hair in braids.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Danielle has red hair."
+"Question: Does this passage describe the weather or the climate?
+While at the park today, William noticed that the wind was coming from the southwest. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+While at the park today, William noticed that the wind was coming from the southwest.
+This passage tells you about the wind direction at the park today. It describes the atmosphere at a certain place and time. So, this passage describes the weather."
+"Question: Which logical fallacy is used in the text?
+Of course the city is perfectly safe. Look at me—I've been living here for years and I'm fine! | Choices: [hasty generalization: a very broad claim based on very little evidence, ad hominem: a personal attack against one's opponent] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that the city is not dangerous. However, even though the speaker has never been in danger in the city, that doesn't necessarily mean that everyone in the city is always safe. This illustrates a type of logical fallacy known as a hasty generalization."
+"Question: Based on this information, what is Echo's phenotype for the coat color trait? | Choices: [LL, a black coat] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Echo's observable version of the coat color trait is a black coat. So, Echo's phenotype for the coat color trait is a black coat. | Hint: In a group of cows, some individuals have a black coat and others have a red coat. In this group, the gene for the coat color trait has two alleles. The allele L is for a black coat, and the allele l is for a red coat.
+Echo, a cow from this group, has a black coat. Echo has two alleles for a black coat."
+"Question: What is the source of the allusion in the sentence below?
+Forced to choose between Scylla and Charybdis, Zachary threw up his hands in dismay. | Choices: [Greek mythology, modern history] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Scylla and Charybdis is Greek mythology.
+In Greek mythology, Scylla and Charybdis were two sea monsters located on either side of a narrow strait in the Mediterranean Sea.
+The allusion Scylla and Charybdis means a pair of distasteful alternatives."
+"Question: Select the living thing. | Choices: [walnut tree, teddy bear] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. Living things use this energy to grow and change. All living things grow and change during their lives.
+All living things sense changes in the world around them. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A walnut tree is a living thing.
+Walnut trees grow and respond to the world around them. They need food and water.
+Walnut trees are plants. They make their own food using water, carbon dioxide, and energy from sunlight.
+A teddy bear is not a living thing.
+Teddy bears do not have all of the traits of living things. They do not grow or respond to the world around them. They do not need food or water."
+"Question: What is the source of the allusion in the sentence below?
+Janice entered the bustling, aromatic spice market in Istanbul and said to her travel companion, ""We're not in Kansas anymore."" | Choices: [a movie, a fable] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion We're not in Kansas anymore is a movie.
+In the 1939 film The Wizard of Oz, Dorothy, a young farm girl from Kansas, finds herself in Oz, an unusual place that looks nothing like her home. She says to her dog, ""Toto, I've a feeling we're not in Kansas anymore.""
+The allusion We're not in Kansas anymore means we're in an unfamiliar place."
+"Question: What information supports the conclusion that Savannah inherited this trait? | Choices: [Savannah and her biological father wear sunglasses when they go outside., Savannah has green eyes like her biological mother., Savannah's neighbor has green eyes.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Savannah has green eyes."
+"Question: Which sentence states a fact? | Choices: [Kwanzaa celebrations last one week., Kwanzaa is the most enjoyable holiday.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
+The flag of the United States has 13 stripes.
+This is a fact. It can be proved by looking at the flag and counting the number of stripes.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+The flag of the United States is easy to draw.
+This is an opinion. People may have different opinions about what makes a flag ""easy"" to draw. | Solution: The second sentence states a fact.
+Kwanzaa celebrations last one week.
+It can be proved by looking up the traditions of Kwanzaa.
+The first sentence states an opinion.
+Kwanzaa is the most enjoyable holiday.
+Most enjoyable shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes a holiday enjoyable."
+"Question: Which tense does the sentence use?
+Samuel opens the big box. | Choices: [future tense, present tense, past tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, opens. The verb ends in -s and tells you about something that is true or happening now."
+"Question: Which announcement is more formal? | Choices: [The Silvergrove Law Firm is pleased to announce . . ., The Silvergrove Law Firm is so happy to tell you . . .] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first announcement is more formal. It uses more elevated language (pleased to announce). The other announcement sounds more conversational (so happy)."
+"Question: Suppose Myra decides to take a trip to Minnesota. Which result would be a cost? | Choices: [Myra will enjoy her trip to Minnesota more than she would have enjoyed a trip to New Jersey., Myra will spend more money. Plane tickets for Myra to get to Minnesota are more expensive than tickets to New Jersey.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Myra wants or needs:
+Myra will spend more money. Plane tickets for Myra to get to Minnesota are more expensive than tickets to New Jersey. | Hint: Myra is deciding whether to take a trip to Minnesota or New Jersey. She wants to enjoy her trip. But she is also trying to save money."
+"Question: What is the source of the allusion in the sentence below?
+Harold got off the mountain by the skin of his teeth. | Choices: [the Bible, U.S. history] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion by the skin of his teeth is the Bible.
+In the Bible, Job complains to God about his hardships, saying that both strangers and those he loves have turned against him. He says, ""My bone cleaveth to my skin and to my flesh, and I am escaped with the skin of my teeth."" Scholars have long debated the exact meaning of the phrase, but many claim that Job is saying that he narrowly escaped death.
+The allusion by the skin of his teeth means just barely."
+"Question: Using only these supplies, which question can Nina investigate with an experiment? | Choices: [Does milk chocolate or dark chocolate melt faster when heated on the stove?, Does dark chocolate or white chocolate melt faster when heated on the stove?, Does milk chocolate melt faster when heated in a microwave or on a stove?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Nina leaves some chocolates in her jacket pocket. When she finds the chocolates later, she notices that some of them have melted. She wonders what factors affect how quickly chocolate melts. So, she decides to design an experiment. She has the following supplies available:
+one bar of milk chocolate
+one bar of dark chocolate
+a stove
+a pot"
+"Question: Complete the sentence so that it uses personification.
+The package that had arrived on my doorstep seemed (). | Choices: [eager to be opened, mysterious] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the phrase eager to be opened. It describes the package as if it were an enthusiastic person."
+"Question: What is the source of the allusion in the sentence below?
+When I learned the details of Helen's Faustian bargain, I was in disbelief. | Choices: [history, literature] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Faustian bargain is literature.
+In a play by Christopher Marlowe based on the legend of Faust, a man strikes a deal with the devil. Disregarding the long-term consequences of his actions, he sells his soul in exchange for power.
+The allusion Faustian bargain means a compromise of one's values for personal gain."
+"Question: What does the idiom in this text suggest?
+In September 2013, President Obama stated that he was on the fence about ordering a military strike against Syria. | Choices: [The president was firmly against the military strike., The president was undecided about the military strike.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom on the fence suggests that the president was undecided about the military strike. If you are on the fence, you are on neither one side nor the other. In other words, you are torn or unsure."
+"Question: Does this passage describe the weather or the climate?
+Sophia noticed that the sky was filled with cumulus clouds every day last week. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Sophia noticed that the sky was filled with cumulus clouds every day last week.
+This passage tells you about the clouds Sophia saw last week. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Which logical fallacy is used in the text?
+That advice columnist argues that people should establish their careers before they get married. It really disappoints me that he would suggest to his readers that money is more important than love. | Choices: [straw man: a misrepresentation of an opponent's position that makes it easier to argue against, guilt by association: a negative association intended to discredit someone or something, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that the columnist believes money is more important than love. However, this misrepresents the columnist's argument. The columnist only thinks that people should seek stable careers before getting married. This illustrates a type of logical fallacy known as a straw man."
+"Question: Which phrase has a more negative connotation? | Choices: [a wild animal, a savage animal] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: A savage animal has a more negative connotation. A savage animal is a wild animal that is fierce and scary."
+"Question: Select the one substance that is not a mineral. | Choices: [Hornblende is a pure substance. It is not made by living things., Fluorite is a solid. It is formed in nature., A turtle shell is made by a living thing. It is not a pure substance.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Fluorite is a mineral.
+A turtle shell is made by a living thing. But minerals are not made by living things.
+A turtle shell is not a pure substance. But all minerals are pure substances.
+So, a turtle shell is not a mineral.
+Hornblende is a mineral."
+"Question: What is the source of the allusion in the sentence below?
+Bryant dropped out of college to travel the world, but a year later, the prodigal son returned home and re-enrolled. | Choices: [the Bible, British history] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion prodigal son is the Bible.
+In a Biblical parable, the prodigal son irresponsibly spends the inheritance given to him by his father. When he returns home, he expects to be shamed, but his father forgives him.
+The allusion prodigal son means a person who behaves recklessly but later makes a repentant return."
+"Question: Based on this information, what is Moby's phenotype for the tail spots trait? | Choices: [an unspotted tail, ii] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Moby's observable version of the tail spots trait is an unspotted tail. So, Moby's phenotype for the tail spots trait is an unspotted tail. | Hint: In a group of guppies, some individuals have a spotted tail and others have an unspotted tail. In this group, the gene for the tail spots trait has two alleles. The allele I is for a spotted tail, and the allele i is for an unspotted tail.
+Moby, a guppy from this group, has an unspotted tail. Moby has two alleles for an unspotted tail."
+"Question: How long is a tennis racket? | Choices: [25 feet, 25 yards, 25 inches, 25 miles] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a tennis racket is 25 inches.
+25 feet, 25 yards, and 25 miles are all too long. | Hint: Select the best estimate."
+"Question: Using only these supplies, which question can Madelyn investigate with an experiment? | Choices: [Does a heavier ball travel farther than a lighter ball when launched from a catapult?, Does a rubber ball travel farther when launched from a metal catapult or from a wooden catapult?, Does a catapult with a longer arm launch a rubber ball farther than a catapult with a shorter arm?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Madelyn visits a museum about ancient Greece. She notices an exhibit with models of wooden catapults that were used to launch large rocks across battlefields. She wonders what factors affect how far a catapult can launch an object. So, she decides to design an experiment. She has the following supplies available:
+a wooden catapult with a 10-inch-long arm
+a wooden catapult with a five-inch-long arm
+two identical rubber balls"
+"Question: What kind of sentence is this?
+Beth gave me flowers for no reason. | Choices: [interrogative, declarative] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, and it ends with a period. It is a declarative sentence."
+"Question: Would you find the word rob on a dictionary page with the following guide words?
+reap - ruin | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since rob is between the guide words reap - ruin, it would be found on that page."
+"Question: Which fish tank has less thermal energy? | Choices: [the colder fish tank, the hotter fish tank] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 1-kilogram brick at 70°F has half as much thermal energy as a 2-kilogram brick at 70°F. The two bricks have the same temperature, but the smaller brick has half as many atoms. So, it has half as much thermal energy. | Solution: The two fish tanks are made of the same material and have the same mass. So, the colder fish tank has less thermal energy. | Hint: Two fish tanks are identical except for their temperatures."
+"Question: Select the mixture. | Choices: [pasta salad, silver] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Identify mixtures | Lecture: A pure substance is made of only one type of matter.
+A mixture is made of two or more types of matter mixed together. | Solution: nan"
+"Question: Which sentence is more formal? | Choices: [The president said some surprising things in his speech., In his speech, the president made several surprising statements.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The second sentence is less formal. You can tell because it uses overly simple or imprecise language (said, things).
+The first sentence uses more precise language, so it is more formal overall."
+"Question: Which organizational structure does this text primarily use? | Choices: [problem-solution, sequential] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Identify text structures | Lecture: Authors use different text structures to organize their ideas in writing. Learning to identify these structures will help you to understand the relationships between ideas in informational texts. You can also use these structures to organize your own writing.
+A cause-effect structure presents the causes and the effects of a particular event, trend, or situation. This structure often uses words and phrases such as because, since, as a result, due to, or consequently.
+A compare-contrast structure presents similarities (comparisons) and differences (contrasts) between two or more things. This structure often uses words and phrases such as like, similarly, or in the same way (for comparing) or on the other hand, in contrast, or unlike (for contrasting).
+A problem-solution structure presents a problem and suggests one or more possible solutions. This structure often uses words such as issue, question, puzzle, propose, and answer.
+A sequential structure describes a series of events that happens in a certain order. This structure often uses specific dates and times or words such as first, next, during, finally, and while. | Solution: The text uses a sequential structure to show the evolution of the bicycle. In the text, certain words and phrases help to organize ideas in a sequential structure. Notice the phrases in 1818, in 1863, a few years later, over the next decade, and in 1899. | Hint: Read the text.
+Bicycles have evolved over many years. In 1818, a heavy two-wheeled device called a ""velocipede"" was patented in Paris. The rider controlled the direction with a steering wheel and moved it forward by pushing his feet on the ground. It caught on briefly, and many people worked to refine its design. In 1863, pedals were added. A few years later, a new, lighter bike was developed that used a very large front wheel and a small rear wheel. Called the ""Ariel,"" it became popular but was quite accident-prone. Over the next decade, ""safety"" bicycles were produced, incorporating welcome improvements such as air-filled rubber tires, brakes, and gears. By 1899, about a million bicycles were in use."
+"Question: Which figure of speech is used in this text?
+The Livingston family is going to spend two weeks in Ocean City, but for Ethan it will be a working vacation, since he'll be checking in with the office every day. | Choices: [hyperbole, oxymoron] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Working vacation is a contradiction, because going on a vacation implies that you are taking a break from work."
+"Question: What is the source of the allusion in the sentence below?
+""Carly is such a Pollyanna!"" Ruben announced with a sigh. | Choices: [a fable, literature] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Pollyanna is literature.
+The character Pollyanna, from Eleanor Porter's children's book, is a young girl who finds good in everything and everyone.
+The allusion Pollyanna means an overly optimistic person."
+"Question: What is the source of the allusion in the sentence below?
+Lee described the situation he was facing with his boss as a catch-22. | Choices: [literature, a song] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion catch-22 is literature.
+Joseph Heller coined the term ""catch-22"" in his 1961 novel of the same name. In the novel, if an army pilot wants to avoid dangerous missions, he must be deemed mentally unfit; however, his desire to stay safe proves his sanity, so he can never be excused from a mission. Heller called this sort of predicament or dilemma a catch-22.
+The allusion catch-22 means a no-win situation."
+"Question: What does this Works Cited entry indicate about the cited work?
+Reeves, Amy. ""Biogen's MS Drug Sales Light, Alzheimer's Data Pushed Back."" Investor's Business Daily 27 Apr. 2015: A1. Print. | Choices: [It is a poem., It is a newspaper article., It is a book.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: reference-skills | Skill: Understand a Works Cited entry (MLA 7th edition) | Lecture: When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.
+Below are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.
+Books:
+Format | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.
+Example | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.
+Essays, short stories, or poems in an anthology or book:
+Format | Author(s). ""Essay, Poem, or Short Story Title."" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.
+Example | James, Henry. ""The Middle Years."" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.
+Magazine and newspaper articles:
+Format | Author(s). ""Article Title."" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.
+Example | Hayes, David J., and James H. Stock. ""The Real Cost of Coal."" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.
+Journal articles:
+Format | Author(s). ""Article Title."" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.
+Example | Gillette, Jane, et al. ""Human Simulations of Vocabulary Learning."" Cognition 73.2 (1999): 135-176. Print.
+Web pages:
+Format | Author(s). ""Page Title."" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.
+Example | Gunn, Janelle P., and Lauren E. Owens. ""How to Slash Sodium from Your Diet."" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.
+Additional guidelines:
+Author Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by ""et al.,"" which stands for and others (e.g., Smith, Jane, et al.).
+Medium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are ""Print"" and ""Web,"" but other possibilities include ""Film,"" ""E-mail,"" and ""Lecture."" Whenever the Medium of Publication is ""Web,"" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.
+Editors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. ""Ed."" stands for edited by. ""Trans."" stands for translated by.
+Missing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation ""n. pag."" is used instead. If a work has no available publication date, the abbreviation ""n.d."" is used instead. If a work has no available publisher or no available city of publication, the abbreviation ""n.p."" is used instead.
+ | Solution: Look closely at the Works Cited entry:
+Reeves, Amy. ""Biogen's MS Drug Sales Light, Alzheimer's Data Pushed Back."" Investor's Business Daily 27 Apr. 2015: A1. Print.
+You can tell that the cited work is a newspaper article because of the entry's formatting. Entries for newspaper articles include the author of the article, the article title in quotation marks, the name of the newspaper in italics, the date of publication, and the article's page number(s)."
+"Question: Using only these supplies, which question can Ellen investigate with an experiment? | Choices: [Will eight ounces of carbonated water or eight ounces of tap water get warmer when placed in a jar in the sun?, When placed in the sun, will eight ounces of water in a glass jar or eight ounces of water in a plastic cup get warmer?, When placed in the sun, will eight ounces of water in a closed jar or eight ounces of water in an open jar get warmer?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Ellen leaves a glass jar of cold tea outside in full sunlight. When she goes to get it, she notices that the tea is warm. She wonders what factors affect how warm a liquid gets from sitting in the sunlight. So, she decides to design an experiment. She has the following supplies available:
+two identical glass jars
+two jar lids
+tap water
+a measuring cup
+two thermometers"
+"Question: Using only these supplies, which question can Dominic investigate with an experiment? | Choices: [Do the squirrels eat walnuts from large feeders more often than from small feeders?, Do the squirrels select sunflower seeds or walnuts more often?, Which type of tree do the squirrels feed from most often?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Dominic enjoys feeding the squirrels in his backyard. He notices that they spend a lot of time collecting seeds and nuts. He wonders about what factors affect which foods squirrels choose to collect. So, he decides to design an experiment. He has the following supplies available:
+two identical squirrel feeders
+a bag of sunflower seeds
+a bag of walnuts
+a tree to hang the feeders from"
+"Question: What kind of sentence is this?
+Don't overlook Samantha when choosing the new principal. | Choices: [imperative, exclamatory, interrogative] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence makes a request, so it is an imperative sentence. Here, it ends with a period."
+"Question: Complete the sentence.
+Cells using oxygen to break down sugar is a (). | Choices: [physical change, chemical change] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+A change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. | Solution: Cells using oxygen to break down sugar is a chemical change. When sugar is broken down, it forms carbon dioxide and water."
+"Question: What is the mass of a bicycle? | Choices: [18 tons, 18 pounds, 18 ounces] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a bicycle is 18 pounds.
+18 ounces is too light and 18 tons is too heavy. | Hint: Select the best estimate."
+"Question: Last year, 50,000 people lived in the city of Washington. But since then, 8,000 people have moved away. What probably happened to the overall supply of houses for sale in Washington? | Choices: [The supply probably went up., The supply probably went down.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: The population of Washington fell by 8,000 people. Many of the people who have left are probably trying to sell their houses. Since more people are trying to sell their houses, the number of suppliers of houses for sale in Washington has gone up. So, the supply of houses for sale probably went up, too."
+"Question: Which text uses the word factoid in its traditional sense? | Choices: [As a geneticist, Mabel enjoys watching science documentaries and sharing various factoids she's learned with her colleagues., As a geneticist, Mabel dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses factoid in its traditional sense: something made up presented as a true fact.
+As a geneticist, Mabel dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.
+The second text uses factoid in its nontraditional sense: a trivial but true fact.
+As a geneticist, Mabel enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.
+Most style guides recommend to use the traditional sense of the word factoid because it is considered more standard."
+"Question: How long is a hammer? | Choices: [16 kilometers, 16 centimeters] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?
+The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.
+There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.
+There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. | Solution: The better estimate for the length of a hammer is 16 centimeters.
+16 kilometers is too long. | Hint: Select the better estimate."
+"Question: Which closing is correct for a letter? | Choices: [Love,
+Connor, love,
+Connor] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Would you find the word porridge on a dictionary page with the following guide words?
+panther - presume | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since porridge is between the guide words panther - presume, it would be found on that page."
+"Question: Which word does not rhyme? | Choices: [take, same, cake] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words take and cake rhyme. They both end with the ake sound.
+The word same does not rhyme. It ends with a different sound."
+"Question: What is the mass of an adult hippopotamus? | Choices: [3 ounces, 3 tons, 3 pounds] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of an adult hippopotamus is 3 tons.
+3 ounces and 3 pounds are both too light. | Hint: Select the best estimate."
+"Question: Select the elementary substance. | Choices: [bromomethane (CH3Br), ammonia (NH3), gold (Au)] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Identify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for ammonia contains two symbols: N for nitrogen and H for hydrogen. So, ammonia is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, ammonia is a compound, not an elementary substance. The chemical formula for bromomethane contains three symbols: C for carbon, H for hydrogen, and Br for bromine. So, bromomethane is made of three chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, bromomethane is a compound, not an elementary substance. The chemical formula for gold contains one symbol: Au. So, gold is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, gold is an elementary substance."
+"Question: What is the source of the allusion in the sentence below?
+Red velvet cupcakes were Alexandra's Achilles's heel when she was trying to eat more healthily. | Choices: [Greek mythology, the Bible] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Achilles's heel is Greek mythology.
+In Greek mythology, Achilles's mother dips him in a river that protects his body wherever it touches. His heel does not get wet, so it is the one part of his body left unprotected. During the Trojan War, an arrow hits Achilles in the heel and kills him.
+The allusion Achilles's heel means a sole weakness."
+"Question: Which tense does the sentence use?
+Mrs. Blanchard sings a pretty song. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, sings. The verb ends in -s and tells you about something that is true or happening now."
+"Question: What is the mass of an elephant? | Choices: [4,590 grams, 4,590 kilograms] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of an elephant is 4,590 kilograms.
+4,590 grams is too light. | Hint: Select the better estimate."
+"Question: Which object has the most thermal energy? | Choices: [a 5-kilogram bucket of water at a temperature of 85°F, a 5-kilogram bucket of water at a temperature of 92°F, a 5-kilogram bucket of water at a temperature of 69°F] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three buckets of water have the same mass but different temperatures. Since the 92°F bucket of water is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Based on this information, what is Romeo's genotype for the ear type gene? | Choices: [curled ears, Ee] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Romeo has one allele for curled ears (E) and one allele for straight ears (e). So, Romeo's genotype for the ear type gene is Ee. | Hint: In a group of American curl cats, some individuals have curled ears and others have straight ears. In this group, the gene for the ear type trait has two alleles. The allele E is for curled ears, and the allele e is for straight ears.
+Romeo, an American curl cat from this group, has curled ears. Romeo has one allele for curled ears and one allele for straight ears."
+"Question: Which figure of speech is used in this text?
+I wasted time, and now doth time waste me.
+—Shakespeare, Richard II | Choices: [apostrophe, chiasmus] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses chiasmus, an expression in which the second half parallels the first but reverses the order of words.
+The second half of the sentence reverses the order of the words waste and time relative to the first half."
+"Question: Which figure of speech is used in this text?
+Paul returned to the parking lot to find his car somewhat destroyed. Apparently someone had crashed into it while he was working and had broken the entire front windshield. | Choices: [oxymoron, hyperbole] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Somewhat destroyed is a contradiction, because somewhat means partially or moderately, and destroyed implies totally wrecked."
+"Question: Based on this information, what is Howie's phenotype for the fur color trait? | Choices: [brown fur, ff] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Howie's observable version of the fur color trait is brown fur. So, Howie's phenotype for the fur color trait is brown fur. | Hint: In a group of Labrador retrievers, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele F is for black fur, and the allele f is for brown fur.
+Howie, a Labrador retriever from this group, has brown fur. Howie has two alleles for brown fur."
+"Question: What do these two changes have in common?
+an iceberg melting slowly
+baking cookies | Choices: [Both are only physical changes., Both are caused by heating., Both are caused by cooling., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+An iceberg melting is a change of state. So, it is a physical change. An iceberg is made of frozen water. As it melts, the water changes from a solid to a liquid. But a different type of matter is not formed.
+Baking cookies is a chemical change. The type of matter in the cookie dough changes when it is baked. The cookie dough turns into cookies!
+Step 2: Look at each answer choice.
+Both are only physical changes.
+An iceberg melting is a physical change. But baking cookies is not.
+Both are chemical changes.
+Baking cookies is a chemical change. But an iceberg melting is not.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Would you find the word equal on a dictionary page with the following guide words?
+enjoy - example | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since equal is between the guide words enjoy - example, it would be found on that page."
+"Question: Is the following statement true or false?
+An animal cell does not have a nucleus. | Choices: [false, true] | Task: true-or false | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Cell part functions: true or false | Lecture: nan | Solution: An animal cell does not have a nucleus.
+This statement is false. Not every cell has a nucleus, but most plant and animal cells have one."
+"Question: Select the amphibian. | Choices: [red-eyed tree frog, eagle ray, red kangaroo, Mojave rattlesnake] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Amphibians have moist skin and begin their lives in water. | Solution: A red-eyed tree frog is an amphibian. It has moist skin and begins its life in water.
+A red-eyed tree frog has sticky pads on its toes. The sticky pads help the red-eyed tree frog hold on to leaves.
+An eagle ray is a fish. It lives underwater. It has fins, not limbs.
+Rays have a different shape than many other fish. Rays are large and flat. They have wide, triangle-shaped fins that help them swim long distances.
+A red kangaroo is a mammal. It has fur and feeds its young milk.
+Kangaroos hop to move around. They use their large tails for balance while hopping.
+A Mojave rattlesnake is a reptile. It has scaly, waterproof skin.
+Rattlesnakes have fangs they can use to inject venom into their prey."
+"Question: Select the living thing. | Choices: [flower pot, crocodile] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. Living things use this energy to grow and change. All living things grow and change during their lives.
+All living things sense changes in the world around them. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A flower pot is not a living thing.
+Flower pots do not have all of the traits of living things. They do not grow or respond to the world around them. They do not need food or water.
+A crocodile is a living thing.
+Crocodiles grow and respond to the world around them. They need food and water."
+"Question: What kind of sentence is this?
+Sasha is completely soaked! | Choices: [declarative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence."
+"Question: Suppose Jen decides to take a trip to Oregon. Which result would be a cost? | Choices: [Jen will enjoy her trip to Oregon more than she would have enjoyed a trip to Georgia., Jen will spend more money. Plane tickets for Jen to get to Oregon are more expensive than tickets to Georgia.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Jen wants or needs:
+Jen will spend more money. Plane tickets for Jen to get to Oregon are more expensive than tickets to Georgia. | Hint: Jen is deciding whether to take a trip to Oregon or Georgia. She wants to enjoy her trip. But she is also trying to save money."
+"Question: Based on this information, what is this fruit fly's genotype for the body color gene? | Choices: [a gray body, Bb] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. The fruit fly has one allele for a gray body (B) and one allele for a black body (b). So, the fly's genotype for the body color gene is Bb. | Hint: In a group of fruit flies, some individuals have a gray body and others have a black body. In this group, the gene for the body color trait has two alleles. The allele B is for a gray body, and the allele b is for a black body.
+A certain fruit fly from this group has a gray body. This fly has one allele for a gray body and one allele for a black body."
+"Question: Which is a simple sentence? | Choices: [The trek across New Zealand's South Island is exhausting, but the gorgeous views make it worth the effort., Before the race, the athletes enjoyed a healthy breakfast of oatmeal, fruit, and tea.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the simple sentence. It is a single independent clause.
+Before the race, the athletes enjoyed a healthy breakfast of oatmeal, fruit, and tea."
+"Question: Select the one substance that is not a rock. | Choices: [An eggshell is made by a living thing. It is formed in nature., Soapstone is not a pure substance. It is a solid., Trachyte is not a pure substance. It is not made by living things.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify rocks using properties | Lecture: Rocks are made of minerals. Here are some properties of rocks:
+They are solid.
+They are formed in nature.
+They are not made by living things.
+They are not pure substances. | Solution: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.
+An eggshell is made by a living thing. But rocks are not made by living things.
+So, an eggshell is not a rock.
+Trachyte is a rock.
+Soapstone is a rock."
+"Question: How long is a paintbrush? | Choices: [27 centimeters, 27 meters] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?
+The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.
+There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.
+There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. | Solution: The better estimate for the length of a paintbrush is 27 centimeters.
+27 meters is too long. | Hint: Select the better estimate."
+"Question: Which logical fallacy is used in the text?
+Senator Smith announced today that she plans to cut funding to early childhood education programs. The last thing we need is a government official who hates children! | Choices: [straw man: a misrepresentation of an opponent's position that makes it easier to argue against, guilt by association: a negative association intended to discredit someone or something] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Senator Smith hates children, because she wants to cut education funding. However, the fact that Senator Smith wants to cut education funding doesn't necessarily suggest that she hates children. This illustrates a type of logical fallacy known as a straw man."
+"Question: Which phrase has a more positive connotation? | Choices: [a thrifty person, a stingy person] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: A thrifty person has a more positive connotation. Thrifty and stingy both denote not wanting to spend money. However, thrifty suggests a person spends money carefully, while stingy suggests a person is ungenerous or cheap."
+"Question: Which correctly shows the title of a newspaper? | Choices: [""The Baltimore Sun"", ***The Baltimore Sun***] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A newspaper should be in italics.
+The correct title is **The Baltimore Sun**."
+"Question: Complete the statement.
+Silane is (). | Choices: [an elementary substance, a compound] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: You can tell whether silane is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for silane is SiH4. This formula contains two symbols: Si for silicon and H for hydrogen. So, the formula tells you that silane is made of two chemical elements bonded together.
+Substances made of two or more chemical elements bonded together are compounds. So, silane is a compound. | Hint: Silane is used to produce some types of solar cells, which make electricity from sunlight. The chemical formula for silane is SiH4."
+"Question: Compare the motion of three geese. Which goose was moving at the highest speed? | Choices: [a goose that moved 675miles north in 10hours, a goose that moved 575miles west in 10hours, a goose that moved 765miles north in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. | Solution: Look at the distance each goose moved and the time it took to move that distance. The direction each goose moved does not affect its speed.
+Notice that each goose moved for 10 hours. The goose that moved 765 miles moved the farthest distance in that time. So, that goose must have moved at the highest speed."
+"Question: What kind of sentence is this?
+The boys picked apples in the orchard. | Choices: [declarative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, and it ends with a period. It is a declarative sentence."
+"Question: Suppose Hayley decides to see the lions. Which result would be a cost? | Choices: [Hayley will enjoy seeing the lions more than she would have enjoyed seeing the gorillas., Hayley will spend more time walking to the lions. They are on the other side of the zoo, but the gorillas are close by.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Hayley wants or needs:
+Hayley will spend more time walking to the lions. They are on the other side of the zoo, but the gorillas are close by. | Hint: Hayley is deciding whether to see the lions or the gorillas at the zoo. She wants to see lots of animals, but the zoo is closing soon."
+"Question: What do these two changes have in common?
+baking cookies
+melting wax | Choices: [Both are caused by cooling., Both are only physical changes., Both are caused by heating., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Baking cookies is a chemical change. The type of matter in the cookie dough changes when it is baked. The cookie dough turns into cookies!
+Melting wax is a change of state. So, it is a physical change. The wax changes from solid to liquid. But it is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Melting wax is a physical change. But baking cookies is not.
+Both are chemical changes.
+Baking cookies is a chemical change. But melting wax is not.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What is the source of the allusion in the sentence below?
+Carmen was known among her coworkers for her spartan ways. | Choices: [Shakespeare, Greek history] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion spartan is Greek history.
+Soldiers from the city of Sparta in ancient Greece were known for their self-restraint, self-discipline, and indifference to luxury.
+The allusion spartan means simple and austere."
+"Question: What information supports the conclusion that Kimi inherited this trait? | Choices: [Kimi's father has brown eyes. He passed this trait down to Kimi., Kimi's hair is the same color as her brown eyes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Kimi has brown eyes."
+"Question: Select the mammal. | Choices: [western toad, coral snake, gray wolf, grass frog] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Mammals have hair or fur and feed their young milk. | Solution: A gray wolf is a mammal. It has fur and feeds its young milk.
+Wolves often live in family groups. A wolf mother, father, and their children travel together.
+A coral snake is a reptile. It has scaly, waterproof skin.
+Coral snakes spend most of their time underground or hiding under leaves.
+A western toad is an amphibian. It has moist skin and begins its life in water.
+Toads do not have teeth! They swallow their food whole.
+A grass frog is an amphibian. It has moist skin and begins its life in water.
+Frogs live near water or in damp places. Most frogs lay their eggs in water."
+"Question: Would you find the word seat on a dictionary page with the following guide words?
+shingle - steak | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since seat is not between the guide words shingle - steak, it would not be found on that page."
+"Question: What kind of sentence is this?
+This sauce is so spicy that it made me cry! | Choices: [interrogative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence."
+"Question: Is teaching dance a good or a service? | Choices: [a service, a good] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether teaching dance is a good or a service, ask these questions:
+Is teaching dance something you can touch? No.
+Is teaching dance a job you might pay someone else to do? Yes.
+So, teaching dance is a service."
+"Question: Is the following trait inherited or acquired?
+Aubrey has a scar on her right hand. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait."
+"Question: Select the vertebrate. | Choices: [brown pelican, fly, banana slug, redback spider] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: Like other spiders, a redback spider is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A fly is an insect. Like other insects, a fly is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A brown pelican is a bird. Like other birds, a brown pelican is a vertebrate. It has a backbone.
+Like other slugs, a banana slug is an invertebrate. It does not have a backbone. It has a soft body. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Select the one substance that is not a rock. | Choices: [A computer processor is made by humans. It is not a pure substance., Slate is not a pure substance. It is a solid., Calcarenite is not a pure substance. It is formed in nature.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify rocks using properties | Lecture: Rocks are made of minerals. Here are some properties of rocks:
+They are solid.
+They are formed in nature.
+They are not made by living things.
+They are not pure substances. | Solution: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.
+Calcarenite is a rock.
+Slate is a rock.
+A computer processor is made by humans. But rocks are not made by living things.
+So, a computer processor is not a rock."
+"Question: How long is a leather belt? | Choices: [80 meters, 80 millimeters, 80 centimeters, 80 kilometers] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a leather belt is 80 centimeters.
+80 millimeters is too short. 80 meters and 80 kilometers are too long. | Hint: Select the best estimate."
+"Question: Which sentence states a fact? | Choices: [Five South American countries border Peru: Bolivia, Brazil, Chile, Colombia, and Ecuador., Of the five South American countries that border Peru, Brazil is the most important.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
+The flag of the United States has 13 stripes.
+This is a fact. It can be proved by looking at the flag and counting the number of stripes.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+The flag of the United States is easy to draw.
+This is an opinion. People may have different opinions about what makes a flag ""easy"" to draw. | Solution: The second sentence states a fact.
+Five South American countries border Peru: Bolivia, Brazil, Chile, Colombia, and Ecuador.
+It can be proved by checking a map of South America.
+The first sentence states an opinion.
+Of the five South American countries that border Peru, Brazil is the most important.
+Most important shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes a country important."
+"Question: Would you find the word wring on a dictionary page with the following guide words?
+wand - window | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since wring is not between the guide words wand - window, it would not be found on that page."
+"Question: Select the one substance that is not a mineral. | Choices: [An antler is made by a living thing. It is a solid., Chrysotile is a solid. It is a pure substance., Pyrite is not made by living things. It is formed in nature.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+An antler is made by a living thing. But minerals are not made by living things.
+So, an antler is not a mineral.
+Pyrite is a mineral.
+Chrysotile is a mineral."
+"Question: Which closing is correct for a letter? | Choices: [Sincerely,
+Luke, sincerely,
+Luke] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: What do these two changes have in common?
+adding dish soap to water in a sink
+sediment settling to the bottom of a muddy puddle | Choices: [Both are caused by heating., Both are only physical changes., Both are chemical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Adding dish soap to water in a sink is a physical change. Bubbles may appear if air gets trapped in the soapy water, but a different type of matter does not form.
+Loose matter such as sand and dirt is called sediment. Sediment settling to the bottom of a muddy puddle is a physical change.
+The sediment sinks, and the water above becomes clearer. This separates the water from the sediment. But separating a mixture does not form a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Select the vertebrate. | Choices: [Canadian lynx, hissing cockroach, day octopus, yellow jacket] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A yellow jacket is an insect. Like other insects, a yellow jacket is an invertebrate. It does not have a backbone. It has an exoskeleton.
+Like other octopuses, a day octopus is an invertebrate. It does not have a backbone. It has a soft body.
+A Canadian lynx is a mammal. Like other mammals, a Canadian lynx is a vertebrate. It has a backbone.
+A hissing cockroach is an insect. Like other insects, a hissing cockroach is an invertebrate. It does not have a backbone. It has an exoskeleton. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Which is a simple sentence? | Choices: [Mr. Rudd's afternoon lecture was about art and culture in Germany before World War II., I don't believe in superstitions, but my mother takes them quite seriously.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the simple sentence. It is a single independent clause.
+Mr. Rudd's afternoon lecture was about art and culture in Germany before World War II."
+"Question: Which text uses the word disinterested in its traditional sense? | Choices: [As an experienced teacher of American history, Mr. Larsen believes that playing history-based trivia games will revive even the most disinterested of students., As a teacher of American history, Mr. Larsen tries to remain disinterested when discussing controversial issues, giving equal attention and consideration to each major viewpoint.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses disinterested in its traditional sense: unbiased or impartial.
+As a teacher of American history, Mr. Larsen tries to remain disinterested when discussing controversial issues, giving equal attention and consideration to each major viewpoint.
+The second text uses disinterested in its nontraditional sense: uninterested or indifferent.
+As an experienced teacher of American history, Mr. Larsen believes that playing history-based trivia games will revive even the most disinterested of students.
+Most style guides recommend to use the traditional sense of the word disinterested because it is considered more standard."
+"Question: Which is the stickiest? | Choices: [leather belt, gum, silk kimono] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Sticky is a property. A sticky material easily attaches to other things.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the gum is the stickiest. If you step on chewed gum, it will stick to your foot."
+"Question: Which sentence states a fact? | Choices: [Computers make life better for people., Bill Gates was a founder of Microsoft.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
+The flag of the United States has 13 stripes.
+This is a fact. It can be proved by looking at the flag and counting the number of stripes.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+The flag of the United States is easy to draw.
+This is an opinion. People may have different opinions about what makes a flag ""easy"" to draw. | Solution: The first sentence states a fact.
+Bill Gates was a founder of Microsoft.
+It can be proved by reading about the history of Microsoft.
+The second sentence states an opinion.
+Computers make life better for people.
+Better shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes life better or worse."
+"Question: Which organ gives the body its structure and allows it to move? | Choices: [brain, heart, skin, skeleton] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Human organs and their functions | Lecture: nan | Solution: nan"
+"Question: What do these two changes have in common?
+a piece of avocado turning brown
+burning a marshmallow over a campfire | Choices: [Both are only physical changes., Both are caused by cooling., Both are chemical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A piece of avocado turning brown is a chemical change. The avocado reacts with oxygen in the air to form a different type of matter.
+If you scrape off the brown part of the avocado, the inside will still be green. The inside hasn't touched the air. So the chemical change hasn't happened to that part of the avocado.
+Burning a marshmallow is a chemical change. The heat from the fire causes the type of matter in the marshmallow to change. The marshmallow becomes black and crispy.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Burning is caused by heating. But a piece of avocado turning brown is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What information supports the conclusion that Lucy inherited this trait? | Choices: [Lucy's parents were born with wavy hair. They passed down this trait to Lucy., Lucy and her mother both have short hair.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Lucy has wavy hair."
+"Question: What do these two changes have in common?
+snowflakes forming in a cloud
+water boiling on a stove | Choices: [Both are caused by heating., Both are chemical changes., Both are only physical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Snowflakes forming in a cloud is a change of state. So, it is a physical change. Liquid water freezes and becomes solid, but it is still made of water. A different type of matter is not formed.
+Water boiling on the stove is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Water boiling is caused by heating. But snowflakes forming in a cloud is not.
+Both are caused by cooling.
+A snowflake begins to form when a tiny drop of liquid water in a cloud freezes. This is caused by cooling. But water boiling is not."
+"Question: Which object has the least thermal energy? | Choices: [a 350-gram mug of cocoa at a temperature of 151°F, a 350-gram mug of cocoa at a temperature of 115°F, a 350-gram mug of cocoa at a temperature of 118°F] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: All three mugs of cocoa have the same mass but different temperatures. Since the 115°F mug of cocoa is the coldest, it has the least thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which phrase has a more negative connotation? | Choices: [surprise someone, startle someone] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: Startle someone has a more negative connotation. If you startle someone, you surprise them in a bad way."
+"Question: Select the living thing. | Choices: [chair, orca] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. Living things use this energy to grow and change. All living things grow and change during their lives.
+All living things sense changes in the world around them. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A chair is not a living thing.
+Chairs do not have all of the traits of living things. They do not grow or respond to the world around them. They do not need food or water.
+An orca is a living thing.
+Orcas grow and respond to the world around them. They need food and water."
+"Question: Would you find the word hardly on a dictionary page with the following guide words?
+herring - hump | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since hardly is not between the guide words herring - hump, it would not be found on that page."
+"Question: Which word means a small, young plant? | Choices: [seedling, germination, chlorophyll] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Describe and construct conifer life cycles | Lecture: Conifers are plants that grow cones. Conifers use their cones to reproduce, or make new plants like themselves. How do conifers use their cones to reproduce?
+Conifers can grow male and female cones. Male cones make pollen, and female cones make eggs. Pollination is what happens when wind blows pollen from male cones onto female cones. After pollination, sperm from the pollen can combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.
+The seeds can fall out of the cones and land on the ground. When a seed lands on the ground, it can germinate, or start to grow into a new plant. | Solution: A seedling is a small, young plant. A seedling will grow into an adult plant.
+Germination is what happens when a seed begins to grow."
+"Question: What is the volume of an eyedropper? | Choices: [9 milliliters, 9 liters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of an eyedropper is 9 milliliters.
+9 liters is too much. | Hint: Select the better estimate."
+"Question: Suppose Jordan decides to get the chocolate-chip cookie dough ice cream. Which result would be a cost? | Choices: [Jordan will get a free waffle cone. He will enjoy the waffle cone., Jordan will give up the chance to eat the butter pecan ice cream. He likes this flavor more than chocolate-chip cookie dough.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Jordan wants or needs:
+Jordan will give up the chance to eat the butter pecan ice cream. He likes this flavor more than chocolate-chip cookie dough. | Hint: Jordan is deciding whether to get butter pecan ice cream or chocolate-chip cookie dough ice cream. He likes butter pecan more than chocolate-chip cookie dough. But a scoop of chocolate-chip cookie dough ice cream comes with a free waffle cone."
+"Question: Based on this information, what is this plant's phenotype for the pea shape trait? | Choices: [round peas, wrinkled peas] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: The pea plant's genotype for the pea shape gene is ee. The pea plant's genotype of ee has only e alleles. The e allele is for wrinkled peas. So, the pea plant's phenotype for the pea shape trait must be wrinkled peas.
+To check this answer, consider whether the pea plant's alleles are dominant or recessive. The allele for round peas (E) is dominant over the allele for wrinkled peas (e). This means E is a dominant allele, and e is a recessive allele.
+The pea plant's genotype of ee has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the pea plant's phenotype for the pea shape trait must be wrinkled peas. | Hint: In a group of pea plants, some individuals have round peas and others have wrinkled peas. In this group, the gene for the pea shape trait has two alleles. The allele for round peas (E) is dominant over the allele for wrinkled peas (e).
+A certain pea plant from this group has the homozygous genotype ee for the pea shape gene."
+"Question: What information supports the conclusion that Marcy inherited this trait? | Choices: [Marcy's parents have dark skin. They passed down this trait to Marcy., Marcy and her father both have dark hair.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Marcy has dark skin."
+"Question: Which figure of speech is used in this text?
+The hum of the computer concerned Omar. Was the problem with the power supply or the hard drive? | Choices: [simile, onomatopoeia] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses onomatopoeia, a word that expresses a sound.
+Hum represents the sound the computer was making."
+"Question: What is the source of the allusion in the sentence below?
+Dave says that he would not be the person he is today were it not for his childhood, which he describes as Dickensian. | Choices: [literature, a poem] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Dickensian is literature.
+The works of British author Charles Dickens often featured characters struggling to survive in settings such as debtors' prisons and orphanages.
+The allusion Dickensian means harsh or poverty-stricken."
+"Question: Which logical fallacy is used in the text?
+I understand that you had a medical emergency, but I still cannot accept late homework. If I make an exception for you, I'll have to make exceptions for everybody. | Choices: [slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, bandwagon fallacy: the assumption that the popular choice is automatically correct, false causation: the assumption that because two things happened together, one caused the other] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that making an exception for one student because of a medical emergency will lead to making exceptions for all students. However, making an exception for a particular situation does not mean the teacher must make exceptions for all situations. This illustrates a type of logical fallacy known as the slippery slope fallacy."
+"Question: Which word would you find on a dictionary page with the following guide words?
+alley - associate | Choices: [aquarium, absence] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since aquarium is between the guide words alley - associate, it would be found on that page."
+"Question: What information supports the conclusion that Gabe acquired this trait? | Choices: [Gabe learned to identify insects by reading many books about insects., Gabe likes to look at butterflies and beetles.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Gabe is good at identifying insects."
+"Question: Which is a compound sentence? | Choices: [Mom doesn't like diamonds, so Dad gave her a ruby bracelet., The nervous swimmer steps onto the diving platform.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.
+Mom doesn't like diamonds, so Dad gave her a ruby bracelet."
+"Question: Which figure of speech is used in this text?
+It's an open secret that Brett is writing a book based on his experiences living in Singapore. He never talks about it, but almost all his friends know. | Choices: [euphemism, oxymoron] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Open secret is a contradiction, because open describes something that is freely or publicly known, and a secret is hidden."
+"Question: Would you find the word flicker on a dictionary page with the following guide words?
+fire - fought | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since flicker is between the guide words fire - fought, it would be found on that page."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Uncle Ted,, Dear uncle Ted,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Uncle Ted is capitalized because it is a proper noun."
+"Question: How long does it take to go for a walk with a dog? | Choices: [14 minutes, 14 hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to go for a walk with a dog is 14 minutes.
+14 hours is too slow. | Hint: Select the better estimate."
+"Question: Select the animal that does not have a backbone. | Choices: [weaver ant, turkey vulture] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A turkey vulture is a bird. Like other birds, a turkey vulture has a backbone.
+A weaver ant is an insect. Like other insects, a weaver ant does not have a backbone. It has a hard outer cover. | Hint: Hint: Insects, spiders, and worms do not have backbones."
+"Question: Which figure of speech is used in this text?
+I've heard that Ellen & Co. is downsizing, so I'm happy to see that their store in downtown Greenville will remain open for now. | Choices: [euphemism, hyperbole] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Downsizing is an indirect way of saying that the company is planning on firing employees, closing shops or branches, and/or reducing its budget."
+"Question: Which sentence states a fact? | Choices: [Jackie Robinson is the greatest baseball player in modern major league baseball history., Jackie Robinson was the first African American baseball player in modern major league baseball.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: civics | Skill: Identify facts and opinions | Lecture: nan | Solution: The first sentence states a fact.
+Jackie Robinson was the first African American baseball player in modern major league baseball.
+It can be proved by reading a book about the history of baseball.
+The second sentence states an opinion.
+Jackie Robinson is the greatest baseball player in modern major league baseball history.
+Greatest shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes a baseball player great."
+"Question: Complete the sentence.
+Water vapor condensing on a bathroom mirror is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+A change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. | Solution: Water vapor condensing on a bathroom mirror is a change of state. So, it is a physical change. The water changes state from gas in the air to liquid water on the mirror. But the water vapor and the liquid water are both made of water."
+"Question: Is this a run-on sentence?
+Ms. Todd, an interior designer, asks her clients to fill out a design questionnaire she uses it to get a sense of their personalities and style preferences. | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is a run-on sentence. It is formed from two sentences run together, joined without punctuation.
+Ms. Todd, an interior designer, asks her clients to fill out a design questionnaire she uses it to get a sense of their personalities and style preferences.
+Here is one way to fix the run-on sentence:
+Ms. Todd, an interior designer, asks her clients to fill out a design questionnaire; she uses it to get a sense of their personalities and style preferences."
+"Question: Which figure of speech is used in this text?
+Luke's room is as tidy as an overgrown garden. | Choices: [verbal irony, pun] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As tidy as an overgrown garden shows verbal irony because an overgrown garden is not tidy."
+"Question: Select the bird. | Choices: [sea otter, western toad, salmon, common crane] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Birds have feathers, two wings, and a beak. | Solution: A sea otter is a mammal. It has fur and feeds its young milk.
+Sea otters have very thick fur. Their fur keeps them warm in cold water.
+A western toad is an amphibian. It has moist skin and begins its life in water.
+Toads do not have teeth! They swallow their food whole.
+A common crane is a bird. It has feathers, two wings, and a beak.
+Cranes wade in shallow water to look for food. Cranes eat insects, worms, and plants.
+A salmon is a fish. It lives underwater. It has fins, not limbs.
+Unlike most other fish, salmon can live in both fresh water and salt water."
+"Question: Which figure of speech is used in this text?
+Akira, I've told you a million times: you need to dry the dishes before you put them away. | Choices: [hyperbole, oxymoron] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+A million times is an exaggeration, since it is unlikely that Akira has actually been told this a million times."
+"Question: Which closing is correct for a letter? | Choices: [Thanks,
+Shannon, thanks,
+Shannon] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which closing is correct for a letter? | Choices: [Best regards,
+Pamela, best regards,
+Pamela] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which tense does the sentence use?
+Uncle Jacob will cook dinner for us. | Choices: [future tense, past tense, present tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, cook. The verb tells you about something that is going to happen."
+"Question: Which word would you find on a dictionary page with the following guide words?
+idea - inspire | Choices: [issue, immense] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since immense is between the guide words idea - inspire, it would be found on that page."
+"Question: Which word would you find on a dictionary page with the following guide words?
+pick - possible | Choices: [playmate, painter] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since playmate is between the guide words pick - possible, it would be found on that page."
+"Question: What is the volume of a test tube? | Choices: [20 milliliters, 20 liters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a test tube is 20 milliliters.
+20 liters is too much. | Hint: Select the better estimate."
+"Question: Which sugar cube has less thermal energy? | Choices: [the hotter sugar cube, the colder sugar cube] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 1-kilogram brick at 70°F has half as much thermal energy as a 2-kilogram brick at 70°F. The two bricks have the same temperature, but the smaller brick has half as many atoms. So, it has half as much thermal energy. | Solution: The two sugar cubes are made of the same material and have the same mass. So, the colder sugar cube has less thermal energy. | Hint: Two sugar cubes are identical except for their temperatures."
+"Question: Which is a compound sentence? | Choices: [At the auction, several paintings by famous artists were for sale, including one by Pablo Picasso., Nile crocodiles mainly eat fish, but they will also eat zebras, birds, and other crocodiles.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction but.
+Nile crocodiles mainly eat fish, but they will also eat zebras, birds, and other crocodiles."
+"Question: Complete the statement. Assume that the water balloon's mass did not change.
+The gravitational potential energy stored between the water balloon and Earth () as the water balloon fell toward Jordan. | Choices: [increased, stayed the same, decreased] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the water balloon and the center of Earth changed.
+Jordan was lower than the balcony. As the water balloon fell toward Jordan, the distance between the water balloon and the center of Earth decreased. So, the gravitational potential energy stored between the water balloon and Earth decreased as the water balloon fell toward Jordan. | Hint: Read the text about an object in motion.
+Tracy dropped a water balloon off a balcony. The water balloon fell toward her friend Jordan, who was standing below the balcony."
+"Question: Is a juice box a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a juice box is a good or a service, ask these questions:
+Is a juice box something you can touch? Yes.
+Is a juice box a job you might pay someone else to do? No.
+So, a juice box is a good."
+"Question: What information supports the conclusion that Tiana inherited this trait? | Choices: [Tiana's parents have dark skin. They passed down this trait to Tiana., Tiana and her father both have dark hair.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Tiana has dark skin."
+"Question: Which greeting is correct for a letter? | Choices: [Dear dr. Flynn,, Dear Dr. Flynn,] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Dr. Flynn is capitalized because it is a proper noun."
+"Question: How long is a raisin? | Choices: [12 meters, 12 kilometers, 12 millimeters, 12 centimeters] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a raisin is 12 millimeters.
+12 centimeters, 12 meters, and 12 kilometers are all too long. | Hint: Select the best estimate."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her ideas and development?
+The Servicemen's Readjustment Act, also known as the G.I. Bill, gave veterans money to pay college costs and buy books and supplies. Ex-servicemen were also eligible to receive low-interest home loans so that they could afford to buy their own homes, as well as commercial loans to set up their own businesses. One of the more controversial aspects of the bill was the provision of unemployment benefits to the veterans who were unable to find jobs. | Choices: [by stating the main idea clearly, by removing a second main idea] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her ideas and development by stating the main idea clearly.
+For example, the writer could add a main idea statement before the underlined sentence, such as The Servicemen's Readjustment Act of 1944 was a widely influential bill that helped veterans in many ways.
+The Servicemen's Readjustment Act, also known as the G.I. Bill, gave veterans money to pay college costs and buy books and supplies. Ex-servicemen were also eligible to receive low-interest home loans so that they could afford to buy their own homes, as well as commercial loans to set up their own businesses. One of the more controversial aspects of the bill was the provision of unemployment benefits to the veterans who were unable to find jobs."
+"Question: Using only these supplies, which question can Edna investigate with an experiment? | Choices: [Does the basketball bounce higher on gravel or on grass?, Do larger basketballs bounce higher than smaller basketballs on a brick patio?, Does the basketball bounce higher on a lawn or on a dirt path?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Edna gets a basketball for her birthday and dribbles it around her neighborhood. She notices that sometimes the ball bounces higher than other times. She wonders what factors affect how high her ball bounces. So, she decides to design an experiment. She has the following supplies available:
+one basketball
+access to a brick patio
+access to a grassy lawn
+access to a gravel driveway
+a meterstick"
+"Question: Which text uses the word unique in its traditional sense? | Choices: [Angie wanted her daughter to have a unique name, so she browsed baby name websites for months to find the perfect one., Angie made all of her daughter's baby clothes by hand, including a unique hand-knitted romper that she designed herself.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses unique in its traditional sense: being the only one of its kind.
+Angie made all of her daughter's baby clothes by hand, including a unique hand-knitted romper that she designed herself.
+The first text uses unique in its nontraditional sense: interesting or unusual. Angie may have been looking for an unusual name, but if she found it on a baby name website, it is not actually one of a kind.
+Angie wanted her daughter to have a unique name, so she browsed baby name websites for months to find the perfect one.
+Most style guides recommend to use the traditional sense of the word unique because it is considered more standard."
+"Question: Select the fish. | Choices: [shoebill, golden frog, bison, hammerhead shark] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Fish live underwater. They have fins, not limbs. | Solution: A hammerhead shark is a fish. It lives underwater. It has fins, not limbs.
+Hammerhead sharks get their names from the shape of their heads. They have a wide, flat head and a small mouth.
+A golden frog is an amphibian. It has moist skin and begins its life in water.
+Frogs live near water or in damp places. Most frogs lay their eggs in water.
+A bison is a mammal. It has fur and feeds its young milk.
+Male bison have horns. They can use their horns to defend themselves.
+A shoebill is a bird. It has feathers, two wings, and a beak.
+Shoebills live in tropical East Africa. Shoebills get their name from their shoe-shaped beaks."
+"Question: Is a bowl a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a bowl is a good or a service, ask these questions:
+Is a bowl something you can touch? Yes.
+Is a bowl a job you might pay someone else to do? No.
+So, a bowl is a good."
+"Question: What does the euphemism in this text suggest?
+Mr. Hancock is enjoying his golden years in a luxurious beachside community just down the street from his grandchildren. | Choices: [Mr. Hancock is rich., Mr. Hancock is old.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The euphemism golden years indicates that Mr. Hancock is old. Golden years is a nicer way of referring to old age."
+"Question: Suppose Monica decides to watch the comedy. Which result would be a cost? | Choices: [Monica will get to watch the movie that she is more excited about., Monica will give up the chance to watch a movie with her sister.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Monica wants or needs:
+Monica will give up the chance to watch a movie with her sister. | Hint: Monica is deciding whether to watch a comedy or an action movie. She would prefer to watch a comedy. But she also wants to watch a movie with her sister. Monica's sister will only watch an action movie."
+"Question: Which tense does the sentence use?
+Mr. Johnson welcomes us to his home. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, welcomes. The verb ends in -s and tells you about something that is true or happening now."
+"Question: Based on this information, what is this rose plant's phenotype for the thorns trait? | Choices: [RR, having thorns] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. The rose plant's observable version of the thorns trait is having thorns. So, the plant's phenotype for the thorns trait is having thorns. | Hint: In a group of rose plants, some individuals have thorns and others do not. In this group, the gene for the thorns trait has two alleles. The allele R is for having thorns, and the allele r is for not having thorns.
+A certain rose plant from this group has thorns. This plant has two alleles for having thorns."
+"Question: Which of these things did the Thirteen Colonies have at the start of the Revolutionary War? | Choices: [their own national bank, their own national navy, none of the above, their own national government] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: us-history | Skill: The American Revolution: preparing for war | Lecture: nan | Solution: At the start of the Revolutionary War, the colonies were still ruled by Great Britain. They were not a separate country. So, they did not have many of the things most countries have.
+No national government: The Thirteen Colonies had no way to write laws together. They also had no way to collect taxes to support a war.
+No national navy: The Thirteen Colonies did not have a navy. The colonists had never fought a war at sea.
+No national bank: Wars are expensive. A national bank can help a country raise money by borrowing from its people or other countries. Without a national bank, the Thirteen Colonies had no easy way to pay for a war."
+"Question: What is the temperature of a warm swimming pool? | Choices: [27°F, 27°C] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: units-and-measurement | Skill: Estimate temperatures | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
+212°F | Water boils | 100°C
+98.6°F | Body temperature | 37°C
+68°F | Room temperature | 20°C
+32°F | Water freezes | 0°C
+ | Solution: The better estimate for the temperature of a warm swimming pool is 27°C.
+27°F is too cold. | Hint: Select the better estimate."
+"Question: Which logical fallacy is used in the text?
+Mr. Harmon's class is so boring! Why are all literature classes so dull? | Choices: [hasty generalization: a broad claim based on too few observations, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, false causation: the assumption that because two things happened together, one caused the other] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that a single boring class indicates that all classes on the same topic are dull. However, this isn't necessarily true. This illustrates a type of logical fallacy known as a hasty generalization."
+"Question: Which logical fallacy is used in the text?
+If you have any doubts that Nick Hardin is the ideal candidate, just look at how many people have come out to vote for him. | Choices: [bandwagon fallacy: the assumption that the popular choice is automatically correct, straw man: a misrepresentation of an opponent's position that makes it easier to argue against, guilt by association: a negative association intended to discredit someone or something] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Nick Hardin is the ideal candidate because so many people turned out to vote for him. However, just because many people voted for Nick Hardin, it doesn't necessarily mean he is the ideal candidate. He could be a popular candidate for other reasons. This illustrates a type of logical fallacy known as the bandwagon fallacy."
+"Question: Which correctly shows the title of a book? | Choices: [***Apple of an Eye***, ""Apple of an Eye""] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, or article should be in quotation marks.
+""You Are My Sunshine"" | Solution: A book should be in italics.
+The correct title is **Apple of an Eye**."
+"Question: Select the mixture. | Choices: [oxygen, silver and glass balls] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Identify mixtures | Lecture: A pure substance is made of only one type of matter.
+A mixture is made of two or more types of matter mixed together. | Solution: nan"
+"Question: Which sentence uses a metaphor? | Choices: [Her laughter was like a bird's song., Her laughter was a bird's song.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: This sentence uses a metaphor:
+Her laughter was a bird's song.
+The words laughter and bird's song are compared without the word like or as.
+This sentence uses a simile:
+Her laughter was like a bird's song.
+The words laughter and bird's song are compared using the word like."
+"Question: Choose the poem that uses end rhyme. | Choices: [Sign of a nation, great and strong
+Toward her people from foreign wrong:
+Pride and glory and honor,—all
+Live in the colors to stand or fall., I break a staff.
+I break the tough branch.
+I know no light in the woods.
+I have lost pace with the winds.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reading-comprehension | Skill: Identify elements of poetry | Lecture: Poetry is a special kind of writing. It has many elements that make it different from ordinary writing. Knowing these elements can help you talk about poetry, understand it better, and enjoy it more.
+A poem rhymes when it has a pattern of words that end in the same sound.
+End rhyme is when the rhymes appear at the end of a poem's lines.
+Little Betty Blue,
+Lost her holiday shoe.
+—From Mother Goose
+Internal rhyme is when at least one of the rhyming words appears inside the poem's lines.
+Sweet dreams of pleasant streams.
+—From William Blake, ""A Cradle Song""
+Rhythm is the pattern of strong and weak syllables, or stress, in a poem. You can recognize rhythm in a poem by listening to how it sounds. Poems with regular rhythm have a beat, like in music.
+He watches from his mountain walls,
+And like a thunderbolt he falls.
+—From Alfred, Lord Tennyson, ""The Eagle""
+The syllables in bold are strong. We say them with more force than the other syllables. In this poem, every weak syllable is followed by a strong syllable. Each line sounds like da-DUM da-DUM da-DUM da-DUM. To better hear the rhythm, try reading it aloud while clapping on each strong syllable.
+Free verse is when a poem has neither a regular rhythm nor a rhyme pattern.
+The old bridge has a wrinkled face.
+He bends his back
+For us to go over.
+—From Hilda Conkling, ""The Old Bridge""
+The syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.
+Repetition is when words, phrases, or whole lines are repeated.
+The dainty flying squirrel
+In vest of shining white,
+In coat of silver gray,
+And vest of shining white.
+—Adapted from Mary E. Burt, ""The Flying Squirrel""
+Alliteration is when beginning consonant sounds are repeated in words that are close together.
+Where the wild men watched and waited
+Wolves in the forest, and bears in the bush.
+—From Bayard Taylor, ""A Night with a Wolf""
+Onomatopoeia is when language sounds like what it talks about.
+Sometimes the onomatopoeia uses made-up words:
+Tlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.
+—From Alfred Noyes, ""The Highwayman""
+Sometimes the onomatopoeia uses real words:
+Hark! the honey bee is humming.
+—From Mary Howitt, ""The Voice of Spring"" | Solution: This poem uses end rhyme. Its rhymes come at the end of its lines.
+Toward her people from foreign wrong:
+Live in the colors to stand or fall. | Hint: From Henry Holcomb Bennett, ""The Flag Goes By"" and from H. D., ""Orion Dead"""
+"Question: Which is a simple sentence? | Choices: [Unless the weather forecast is wrong, you'll probably need an umbrella tomorrow., Darell stacked a crate of oranges on top of the crate of lemons and checked both crates off his order sheet.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the simple sentence. It is a single independent clause.
+Darell stacked a crate of oranges on top of the crate of lemons and checked both crates off his order sheet."
+"Question: Which change best matches the sentence?
+Lava comes out of a crack in Earth's surface. | Choices: [wildfire, volcanic eruption, flood] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: Classify changes to Earth's surface I | Lecture: nan | Solution: nan"
+"Question: Does this passage describe the weather or the climate?
+Gary lives in a city that is often covered by thick stratus clouds. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Gary lives in a city that is often covered by thick stratus clouds.
+This passage tells you about the usual clouds where Gary lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Which logical fallacy is used in the text?
+My grandfather eats candy all the time, and he's still got all of his teeth! Candy must not really rot people's teeth out. | Choices: [hasty generalization: a very broad claim based on very little evidence, circular reasoning: an argument that supports a claim with the claim itself] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that eating a lot of candy never causes a person's teeth to rot out. However, even though the speaker's grandfather eats a lot of candy and has healthy teeth, that doesn't necessarily mean that it's true for everyone. This illustrates a type of logical fallacy known as a hasty generalization."
+"Question: What is the volume of a fish bowl? | Choices: [5 liters, 5 milliliters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a fish bowl is 5 liters.
+5 milliliters is too little. | Hint: Select the better estimate."
+"Question: Compare the motion of two mountain bikers. Which mountain biker was moving at a higher speed? | Choices: [a mountain biker who moved 165kilometers in 5hours, a mountain biker who moved 135kilometers in 5hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each mountain biker moved and the time it took to move that distance.
+One mountain biker moved 165 kilometers in 5 hours.
+The other mountain biker moved 135 kilometers in 5 hours.
+Notice that each mountain biker spent the same amount of time moving. The mountain biker who moved 165 kilometers moved a farther distance in that time. So, that mountain biker must have moved at a higher speed."
+"Question: Which logical fallacy is used in the text?
+I pulled Kenny off the project because his work was sloppy. While we're at it, let's pull Eva off the project, too. I haven't reviewed her work, but she's friends with Kenny, so we cannot rely on the quality of her work either. | Choices: [false dichotomy: an argument that presents only two choices when more options exist, guilt by association: a negative association intended to discredit someone or something, appeal to nature: the assumption that natural things are always good] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Eva's work is low quality because her friend's work is low quality. However, the work of Eva's friend does not necessarily reflect the quality of Eva's work. This illustrates a type of logical fallacy known as guilt by association."
+"Question: How long is a hiking trail? | Choices: [4 inches, 4 yards, 4 feet, 4 miles] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a hiking trail is 4 miles.
+4 inches, 4 feet, and 4 yards are all too short. | Hint: Select the best estimate."
+"Question: Which phrase has a more negative connotation? | Choices: [a meticulous editor, a nitpicky editor] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: A nitpicky editor has a more negative connotation. Nitpicky and meticulous both denote paying attention to small details. However, nitpicky suggests a person is overly critical about unimportant things, while meticulous suggests a person is careful and methodical."
+"Question: Based on this information, what is Wanda's phenotype for the body color trait? | Choices: [a gray body, a golden body] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Wanda's genotype for the body color gene is bb. Wanda's genotype of bb has only b alleles. The b allele is for a golden body. So, Wanda's phenotype for the body color trait must be a golden body.
+To check this answer, consider whether Wanda's alleles are dominant or recessive. The allele for a gray body (B) is dominant over the allele for a golden body (b). This means B is a dominant allele, and b is a recessive allele.
+Wanda's genotype of bb has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Wanda's phenotype for the body color trait must be a golden body. | Hint: In a group of guppies, some individuals have a gray body and others have a golden body. In this group, the gene for the body color trait has two alleles. The allele for a gray body (B) is dominant over the allele for a golden body (b).
+Wanda is a guppy from this group. Wanda has the homozygous genotype bb for the body color gene."
+"Question: Which logical fallacy is used in the text?
+Don't be deceived by Amy Beasley's articles on rural, blue-collar workers. Her husband is a fancy investment banker, so she can't possibly understand their situation. | Choices: [guilt by association: a negative association intended to discredit someone or something, straw man: a misrepresentation of an opponent's position that makes it easier to argue against, appeal to nature: the assumption that natural things are always good] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Amy Beasley can't understand rural, blue-collar workers because she is associated with an urban newspaper. However, where Amy works doesn't necessarily indicate anything about her ability to empathize. This illustrates a type of logical fallacy known as guilt by association."
+"Question: Which sentence states a fact? | Choices: [The Jamestown colony was founded in 1607., Life was harder in Jamestown than in Plymouth.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
+The flag of the United States has 13 stripes.
+This is a fact. It can be proved by looking at the flag and counting the number of stripes.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+The flag of the United States is easy to draw.
+This is an opinion. People may have different opinions about what makes a flag ""easy"" to draw. | Solution: The first sentence states a fact.
+The Jamestown colony was founded in 1607.
+It can be proved by looking up when the Jamestown colony was started.
+The second sentence states an opinion.
+Life was harder in Jamestown than in Plymouth.
+Hard shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes life easy or hard."
+"Question: Which tense does the sentence use?
+Evan folded the wool blanket on his bed. | Choices: [future tense, present tense, past tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, folded. The verb ends in -ed and tells you about something that has already happened."
+"Question: What is Thurgood Marshall best known for? | Choices: [leading civil rights marches in the South, becoming the first African American member of Congress, being the first African American justice on the Supreme Court, helping enslaved people in the South escape to freedom] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: us-history | Skill: Thurgood Marshall | Lecture: nan | Solution: Thurgood Marshall was the first African American justice on the Supreme Court. He was the 96 th person to become a Supreme Court judge."
+"Question: The city of Stafford has been one of the world's biggest makers of cough drops for many years. But last month, Stafford's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops? | Choices: [The supply will probably go up., The supply will probably go down.] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Floods destroyed the cough drop factories in Stafford. The number of producers of cough drops went down. So, the supply of cough drops will probably go down."
+"Question: Which word does not rhyme? | Choices: [crab, king, wing] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the ip sound.
+The words lake and make rhyme. They both end with the ake sound.
+The words tip and lake don't rhyme. They end with different sounds. | Solution: The words king and wing rhyme. They both end with the ing sound.
+The word crab does not rhyme. It ends with a different sound."
+"Question: What do these two changes have in common?
+cracking open a peanut
+stretching a rubber band | Choices: [Both are chemical changes., Both are caused by heating., Both are caused by cooling., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Cracking open a peanut is a physical change. The peanut shell breaks and the peanut falls out. Both are still made of the same type of matter.
+Stretching a rubber band is a physical change. The rubber band gets longer. But it is still made of the same type of matter as before.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Complete the statement. Assume that the motorcycle's mass did not change.
+The gravitational potential energy stored between the motorcycle and Earth () as Bryan rode up the hill. | Choices: [stayed the same, increased, decreased] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the motorcycle and the center of Earth changed.
+The top of the hill is higher than the bottom of the hill. As Bryan rode toward the top of the hill, the distance between the motorcycle and the center of Earth increased. So, the gravitational potential energy stored between the motorcycle and Earth increased as Bryan rode up the hill. | Hint: Read the text about an object in motion.
+Bryan rode his motorcycle from the bottom of a hill to the top of the hill."
+"Question: Complete the sentence.
+Mixing food coloring into frosting is a (). | Choices: [physical change, chemical change] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+A change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. | Solution: Mixing food coloring into frosting is a physical change. Adding the coloring to the frosting makes a mixture. Making a mixture does not form a different type of matter."
+"Question: Is the following trait inherited or acquired?
+Elijah can fly a helicopter. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to fly a helicopter. Instead, some people learn how to fly helicopters. So, flying a helicopter is an acquired trait."
+"Question: Which logical fallacy is used in the text?
+Jeanette wants to play a guitar solo on our next recording. Her father is a horrible musician, though, so I doubt that Jeanette's any good either. | Choices: [guilt by association: a negative association intended to discredit someone or something, false dichotomy: an argument that presents only two choices when more options exist] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Jeanette must be a bad guitar player, because her father is a horrible musician. However, even though Jeanette's father is a horrible musician, that doesn't necessarily mean that Jeanette is as well. This illustrates a type of logical fallacy known as guilt by association."
+"Question: What is the mass of an earthworm? | Choices: [6 grams, 6 kilograms] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of an earthworm is 6 grams.
+6 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: Which word would you find on a dictionary page with the following guide words?
+angry - awkward | Choices: [around, about] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since around is between the guide words angry - awkward, it would be found on that page."
+"Question: Which figure of speech is used in this text?
+Johnny's leaving his job? That's old news. He's been planning that for months. | Choices: [euphemism, oxymoron] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Old news is a contradiction, because news is recent information."
+"Question: Which is a compound sentence? | Choices: [That wool scarf looks soft and warm., Anna will fly to India, or she will sail to Hawaii.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction or.
+Anna will fly to India, or she will sail to Hawaii."
+"Question: Does this passage describe the weather or the climate?
+The air pressure has been rising throughout the day in Moscow, Russia. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+The air pressure has been rising throughout the day in Moscow, Russia.
+Air pressure is caused by the weight of the air in the atmosphere. When the air pressure is high, the sky is usually clear.
+This passage tells you about the air pressure in Moscow today. It describes the atmosphere at a certain place and time. So, this passage describes the weather."
+"Question: Is the following trait inherited or acquired?
+Belle has a scar on her right leg. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: Which word would you find on a dictionary page with the following guide words?
+whisper - wrote | Choices: [warrior, wipe] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since wipe is between the guide words whisper - wrote, it would be found on that page."
+"Question: What do these two changes have in common?
+milk going sour
+a copper statue turning green | Choices: [Both are caused by cooling., Both are only physical changes., Both are chemical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Milk going sour is a chemical change. The type of matter in the milk slowly changes. The new matter that is formed gives the milk its sour taste.
+A copper statue turning green is a chemical change. The copper reacts with oxygen in the air. This reaction forms a different type of matter called copper oxide. The copper oxide is green.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: In 1913, the Ford Motor Company started using assembly lines to build their cars. Ford's workers could build a complete car in 93 minutes on the assembly line. Before then, it took workers many hours to build a single car by hand.
+What happened to the overall supply of cars after 1913? | Choices: [The supply went up., The supply went down.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: The assembly line was a new technology. The Ford Motor Company used the assembly line to build cars much faster than before. So, the overall supply of cars went up."
+"Question: What information supports the conclusion that Liam acquired this trait? | Choices: [Liam has three jump ropes, each made of a different material., Liam won a competition at his school with his jump rope tricks., Liam's sister taught him how to do tricks with a jump rope.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Liam knows how to do tricks with a jump rope."
+"Question: What does the verbal irony in this text suggest?
+After a jog around the block, Layla collapsed on the couch and declared with a wheeze, ""Well, I'm ready to run a marathon."" | Choices: [Layla plans to run more., Layla was out of shape.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Ready to run a marathon ironically suggests that Layla was out of shape. She was actually far from ready to run a marathon."
+"Question: Which tense does the sentence use?
+Victor carefully spelled the word aloud. | Choices: [past tense, future tense, present tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, spelled. The verb ends in -ed and tells you about something that has already happened."
+"Question: Is the following statement true or false?
+Animal cells do not have vacuoles. | Choices: [false, true] | Task: true-or false | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Cell part functions: true or false | Lecture: nan | Solution: Animal cells do not have vacuoles.
+This statement is false. Not all cells have vacuoles, but most plant and animal cells have them."
+"Question: Compare the motion of two blue jays. Which blue jay was moving at a higher speed? | Choices: [a blue jay that moved 330kilometers in 10hours, a blue jay that moved 315kilometers in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each blue jay moved and the time it took to move that distance.
+One blue jay moved 330 kilometers in 10 hours.
+The other blue jay moved 315 kilometers in 10 hours.
+Notice that each blue jay spent the same amount of time moving. The blue jay that moved 330 kilometers moved a farther distance in that time. So, that blue jay must have moved at a higher speed."
+"Question: What is the temperature of someone with a fever? | Choices: [40°F, 40°C] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Estimate temperatures | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
+212°F | Water boils | 100°C
+98.6°F | Body temperature | 37°C
+68°F | Room temperature | 20°C
+32°F | Water freezes | 0°C
+ | Solution: The better estimate for the temperature of someone with a fever is 40°C.
+40°F is too cold. | Hint: Select the better estimate."
+"Question: Which is a simple sentence? | Choices: [Rosa made a picture frame, and Nolan built a bird house., Kentucky joined the United States in 1792.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the simple sentence. It has one subject and predicate.
+Kentucky joined the United States in 1792."
+"Question: What kind of sentence is this?
+I can't believe how rude he was! | Choices: [interrogative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence."
+"Question: What information supports the conclusion that Matt acquired this trait? | Choices: [Matt's scar was caused by an accident. He cut his arm when he fell off his bicycle., Some scars fade more quickly than others.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Matt has a scar on his right arm."
+"Question: Complete the statement.
+Titanium is (). | Choices: [a compound, an elementary substance] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: You can tell whether titanium is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for titanium is Ti. This formula contains one symbol: Ti. So, the formula tells you that titanium is made of one chemical element.
+Substances made of only one chemical element are elementary substances. So, titanium is an elementary substance. | Hint: Titanium is a strong, lightweight metal often used to make tennis rackets and golf clubs. The chemical formula for titanium is Ti."
+"Question: Which logical fallacy is used in the text?
+Sure, we haven't given raises to our employees in more than ten years. However, we do pride ourselves on providing customer service in over seven different languages. | Choices: [red herring: the use of a completely unrelated topic or idea, false dichotomy: an argument that presents only two choices when more options exist] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that emphasizing customer service compensates for the company not giving raises to employees. However, these two ideas aren't related. This illustrates a type of logical fallacy known as a red herring."
+"Question: What do these two changes have in common?
+cutting an orange
+a sidewalk heating up in the sun | Choices: [Both are only physical changes., Both are caused by heating., Both are chemical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Cutting an orange is a physical change. The orange gets a different shape. But it is still made of the same type of matter as the uncut orange.
+A sidewalk heating up in the sun is a physical change. The temperature of the sidewalk goes up, but the sidewalk is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+A sidewalk getting warm in the sun is caused by heating. But cutting an orange is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which statement describes the baseball player's motion? | Choices: [The baseball player is accelerating., The baseball player has a constant velocity.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Identify whether objects are accelerating | Lecture: An object's velocity describes its speed and its direction.
+An object has a constant velocity when neither its speed nor its direction is changing. So, an object has a constant velocity when the object is:
+moving in a straight line at a constant speed, or
+remaining motionless.
+If an object does not have a constant velocity, the object is accelerating. An object is accelerating when either its speed or its direction is changing. So, an object is accelerating when the object is:
+speeding up,
+slowing down, or
+changing direction. | Solution: The baseball player is slowing down. So, the baseball player is accelerating. | Hint: A baseball player is reducing his speed after running straight past first base."
+"Question: Which closing is correct for a letter? | Choices: [Your Friend,
+Ellen, Your friend,
+Ellen] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which tense does the sentence use?
+Mason will count the coins in his collection. | Choices: [present tense, past tense, future tense] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, count. The verb tells you about something that is going to happen."
+"Question: Select the hot desert ecosystem. | Choices: [This ecosystem has:
+a small amount of rain or snow
+dry, thin soil
+long, cold winters, This ecosystem has:
+a small amount of rain
+dry, thin soil
+many different types of organisms, This ecosystem has:
+warm, wet summers and cold, wet winters
+soil that is rich in nutrients
+only a few types of trees] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Identify ecosystems | Lecture: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
+There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
+the pattern of weather, or climate
+the type of soil
+the organisms that live there | Solution: A hot desert is a type of ecosystem. It has a small amount of rain, dry, thin soil, and many different types of organisms.
+Choice 1 is a hot desert ecosystem. It is dry and is home to many different types of organisms.
+Choice 2 is a cold desert ecosystem. It is dry and has long, cold winters. It has a thin layer of soil covering bedrock.
+Choice 3 is a temperate deciduous forest ecosystem. It has warm, wet summers and cold, wet winters."
+"Question: Select the vertebrate. | Choices: [polar bear, redback spider] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have a hard outer cover on their body. Other invertebrates have a soft body. | Solution: A polar bear is a mammal. Like other mammals, a polar bear is a vertebrate. It has a backbone.
+Like other spiders, a redback spider is an invertebrate. It does not have a backbone. It has a hard outer cover. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: How long is an ice skate? | Choices: [10 feet, 10 yards, 10 inches, 10 miles] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of an ice skate is 10 inches.
+10 feet, 10 yards, and 10 miles are all too long. | Hint: Select the best estimate."
+"Question: Which sentence states a fact? | Choices: [It was a bad idea for the British to fight in North America during the Revolution., During the American Revolution, North American colonists fought against British soldiers.] | Task: closed choice | Subject: social science | Grade: grade8 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved true by research or observation.
+George Washington became president of the United States in 1789.
+This statement is a fact. It can be proved by researching what year George Washington was inaugurated president.
+An opinion is something that a person believes, thinks, or feels. An opinion can be supported by evidence, but it cannot be proved true.
+George Washington was a better president than Thomas Jefferson.
+This statement is an opinion. People can have different ideas about what makes someone a ""better"" president, so the statement cannot be proved. | Solution: The second sentence states a fact.
+During the American Revolution, North American colonists fought against British soldiers.
+It can be proved by researching the American Revolution.
+The first sentence states an opinion.
+It was a bad idea for the British to fight in North America during the Revolution.
+Bad shows what a person believes, thinks, or feels. Another person might have a different opinion about whether an idea is good or bad."
+"Question: Select the vertebrate. | Choices: [bull ant, skunk] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have a hard outer cover on their body. Other invertebrates have a soft body. | Solution: A skunk is a mammal. Like other mammals, a skunk is a vertebrate. It has a backbone.
+A bull ant is an insect. Like other insects, a bull ant is an invertebrate. It does not have a backbone. It has a hard outer cover. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Is driving a bus a good or a service? | Choices: [a service, a good] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether driving a bus is a good or a service, ask these questions:
+Is driving a bus something you can touch? No.
+Is driving a bus a job you might pay someone else to do? Yes.
+So, driving a bus is a service."
+"Question: Is the following trait inherited or acquired?
+Jamie has naturally black hair. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Humans do not choose their natural hair color. Instead, children get their natural hair color from their parents. So, Jamie's hair color is an inherited trait. | Hint: Hint: Some people dye their hair. But this does not change their natural hair color."
+"Question: Which tense does the sentence use?
+Crickets live in the tall grass out back. | Choices: [past tense, present tense, future tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, live. The verb tells you about something that is true or happening now."
+"Question: What do these two changes have in common?
+rain forming in a cloud
+water boiling on a stove | Choices: [Both are caused by heating., Both are only physical changes., Both are caused by cooling., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Rain forming in a cloud is a change of state. So, it is a physical change. Water vapor in the air condenses into tiny droplets of liquid water. These droplets make up a cloud. When there is enough water in the air, the droplets will fall as rain.
+Water boiling on the stove is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Water boiling is caused by heating. But rain forming in a cloud is not.
+Both are caused by cooling.
+Rain begins to form when water vapor in the air becomes liquid water. This is caused by cooling. But water boiling is not."
+"Question: Select the invertebrate. | Choices: [piranha, West African rubber frog, tiger, peacock butterfly] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A tiger is a mammal. Like other mammals, a tiger is a vertebrate. It has a backbone.
+A piranha is a fish. Like other fish, a piranha is a vertebrate. It has a backbone.
+A peacock butterfly is an insect. Like other insects, a peacock butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A West African rubber frog is an amphibian. Like other amphibians, a West African rubber frog is a vertebrate. It has a backbone. | Hint: Hint: Insects, spiders, and worms are invertebrates."
+"Question: How long is a paper clip? | Choices: [29 millimeters, 29 meters, 29 centimeters, 29 kilometers] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a paper clip is 29 millimeters.
+29 centimeters, 29 meters, and 29 kilometers are all too long. | Hint: Select the best estimate."
+"Question: Complete the sentence so that it uses personification.
+The heavy door () as Tracy pushed it open. | Choices: [creaked, protested] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word protested. It describes the door as if it were a person who didn't want to obey."
+"Question: Which is a compound sentence? | Choices: [Many members of the cat family can purr, but only tigers, lions, jaguars, and leopards can roar., In June, Tori and Emmet will graduate with honors from Dover High School.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction but.
+Many members of the cat family can purr, but only tigers, lions, jaguars, and leopards can roar."
+"Question: What information supports the conclusion that Reid acquired this trait? | Choices: [Reid's sister taught him how to do tricks with a jump rope., Reid won a competition at his school with his jump rope tricks., Reid has three jump ropes, each made of a different material.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Reid knows how to do tricks with a jump rope."
+"Question: Which is a sentence fragment? | Choices: [Dad has a beard, it is black and bushy., Went to city hall to talk to the mayor.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Went to city hall to talk to the mayor is a sentence fragment. It is missing a subject."
+"Question: What is the United States Constitution? | Choices: [a bank that prints American money, a group that makes laws, a government building, a set of rules and laws] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: civics | Skill: The Constitution | Lecture: nan | Solution: The Constitution begins with the famous words ""We the People.""
+The United States Constitution is a set of rules and laws. All the rules and laws are part of a single document, or piece of writing.
+The rules and laws in the Constitution are the most important rules and laws in the United States. No laws are allowed to go against the Constitution. For that reason, the Constitution is often called ""the highest law in the land."""
+"Question: Which closing is correct for a letter? | Choices: [yours truly,
+Sanjay, Yours truly,
+Sanjay] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Is the following trait inherited or acquired?
+Mona is good at knitting socks. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to knit. Instead, many people learn how to knit. Knitting well takes practice. So, knitting well is an acquired trait. | Hint: Hint: People who can knit had to learn how to do it."
+"Question: What does the allusion in this text suggest?
+With the gutters clogged and water rising in the streets, Kylie, who was watching the storm from her window, commented, ""We're going to need an ark to get out of here."" | Choices: [Kylie wants to protect her possessions., Kylie thinks the storm will cause major flooding.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+The allusion to an ark suggests that Kylie thinks the storm will cause major flooding. In the Bible, it rains for forty days and forty nights; Noah, his family, and animals of every species survive the great flood in an ark that he builds."
+"Question: Complete the sentence.
+Melting glass is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Melting glass is a change of state. So, it is a physical change. The glass changes from solid to liquid. But a different type of matter is not formed."
+"Question: Based on this information, what is Alvin's phenotype for the fur color trait? | Choices: [light fur, dark fur] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Alvin's genotype for the fur color gene is ff. Alvin's genotype of ff has only f alleles. The f allele is for light fur. So, Alvin's phenotype for the fur color trait must be light fur.
+To check this answer, consider whether Alvin's alleles are dominant or recessive. The allele for light fur (f) is recessive to the allele for dark fur (F). This means F is a dominant allele, and f is a recessive allele.
+Alvin's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Alvin's phenotype for the fur color trait must be light fur. | Hint: In a group of rock pocket mice, some individuals have dark fur and others have light fur. In this group, the gene for the fur color trait has two alleles. The allele for light fur (f) is recessive to the allele for dark fur (F).
+Alvin is a rock pocket mouse from this group. Alvin has the homozygous genotype ff for the fur color gene."
+"Question: Which logical fallacy is used in the text?
+Don't ever get a ride from Ava. Her brother has been driving for only six months, and he's already gotten three speeding tickets. | Choices: [guilt by association: a negative association intended to discredit someone or something, appeal to nature: the assumption that natural things are always good] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Ava must be a reckless driver, because her brother is a reckless driver. However, even though Ava's brother is reckless, that doesn't necessarily mean that Ava is, too. This illustrates a type of logical fallacy known as guilt by association."
+"Question: Which figure of speech is used in this text?
+""Your new hairstyle is so boring!"" Eric remarked when his sister showed up with a pink-and-blue mohawk. | Choices: [verbal irony, simile] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Boring shows verbal irony because Eric's sister's hairstyle is not at all boring."
+"Question: Suppose Edward decides to eat the crackers. Which result would be a cost? | Choices: [Edward will get to eat the crackers. The crackers will be healthier than the peach cobbler would have been., Edward will give up the chance to eat the peach cobbler. Edward thinks peach cobbler would have tasted better than crackers will.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Edward wants or needs:
+Edward will give up the chance to eat the peach cobbler. Edward thinks peach cobbler would have tasted better than crackers will. | Hint: Edward is deciding whether to eat crackers or peach cobbler for an afternoon snack. He would like to eat something tasty, but he is also trying to be healthier."
+"Question: What does the idiom in this text suggest?
+In such an unfamiliar environment, Neil was a fish out of water. | Choices: [Neil felt out of place., Neil didn't have any friends.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom a fish out of water suggests that Neil felt out of place. A fish out of water is someone out of his or her usual, comfortable environment."
+"Question: Using only these supplies, which question can Trent investigate with an experiment? | Choices: [Do rubber balloons stick to a cotton blanket or a wooden door longer after being rubbed on his hair?, Do rubber balloons or foil balloons stick to the wooden door longer after being rubbed on his hair?, Do rubber balloons stick to a wooden door or a metal door longer after being rubbed on his hair?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Trent went to a magic show. The magician rubbed a balloon on her hair and then held the balloon against a wall. When the magician released the balloon, Trent was amazed to see that it stuck to the wall! He wonders what factors affect how well balloons stick to different surfaces. So, he decides to design an experiment. He has the following supplies available:
+the hair on his own head
+a cotton blanket
+a wooden door
+five rubber balloons"
+"Question: Based on this information, what is this Cepaea snail's phenotype for the shell banding trait? | Choices: [BB, a banded shell] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. The Cepaea snail's observable version of the shell banding trait is a banded shell. So, the snail's phenotype for the shell banding trait is a banded shell. | Hint: This passage describes the shell banding trait in Cepaea snails:
+
+In a group of Cepaea snails, some individuals have a banded shell and others have an unbanded shell. In this group, the gene for the shell banding trait has two alleles. The allele B is for a banded shell, and the allele b is for an unbanded shell.
+A certain Cepaea snail from this group has a banded shell. This snail has two alleles for a banded shell."
+"Question: Would you find the word hit on a dictionary page with the following guide words?
+hard - hearth | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since hit is not between the guide words hard - hearth, it would not be found on that page."
+"Question: Would you find the word aboard on a dictionary page with the following guide words?
+afterward - antenna | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since aboard is not between the guide words afterward - antenna, it would not be found on that page."
+"Question: What is the source of the allusion in the sentence below?
+The mayoral candidate was widely viewed as quixotic, so it was no surprise that he lost by a substantial margin. | Choices: [Greek mythology, literature] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion quixotic is literature.
+Don Quixote is the main character in Miguel de Cervantes Saavedra's novel of the same name. Quixote cannot see the world as it truly is; in his overly romanticized view, inns are castles and windmills are giants.
+The allusion quixotic means naively idealistic."
+"Question: Select the one substance that is not a mineral. | Choices: [Potassium feldspar is formed in nature. It is not made by living things., Burlap is not a pure substance. It is made in a factory., Turquoise is formed in nature. It is a solid.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Turquoise is a mineral.
+Potassium feldspar is a mineral.
+Burlap is not a pure substance. But all minerals are pure substances.
+Burlap is made in a factory. But all minerals are formed in nature.
+So, burlap is not a mineral."
+"Question: Which object has the most thermal energy? | Choices: [a 5-kilogram bucket of water at a temperature of 66°F, a 5-kilogram bucket of water at a temperature of 84°F, a 5-kilogram bucket of water at a temperature of 78°F] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three buckets of water have the same mass but different temperatures. Since the 84°F bucket of water is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Does this passage describe the weather or the climate?
+Dean put on an extra pair of socks this morning because it was so cold. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Dean put on an extra pair of socks this morning because it was so cold.
+This passage tells you about the temperature this morning where Dean lives. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Using only these supplies, which question can Jayden investigate with an experiment? | Choices: [Which of the three types of tomato seeds sprouts the fastest?, Which type of soil will cause a certain kind of tomato plant to grow the most fruit?, Does a certain kind of tomato plant grow taller when planted in a clay pot or in a plastic pot?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Jayden and his classmates are growing tomato plants in the school garden. He wonders what factors affect how tomato plants grow. So, he decides to design an experiment. He has the following supplies available:
+three different types of tomato seeds
+one bag of potting soil
+five identical clay pots
+water"
+"Question: What do these two changes have in common?
+an antacid tablet reacting with water
+a penny tarnishing | Choices: [Both are caused by cooling., Both are caused by heating., Both are only physical changes., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+An antacid tablet reacting with water is a chemical change. When the tablet touches water, the type of matter in the tablet changes and carbon dioxide gas is released. This gas makes the water fizz.
+Metal turning less shiny over time is called tarnishing. A penny tarnishing is a chemical change. When air touches the penny, the surface of the penny changes into a different type of matter. This matter makes the penny dull.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which organ allows nutrients from digested food to be absorbed into the body's blood stream? | Choices: [small intestine, trachea, esophagus, skin] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Human organs and their functions | Lecture: nan | Solution: nan"
+"Question: What is the mass of a full bag of groceries? | Choices: [10 ounces, 10 pounds, 10 tons] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a full bag of groceries is 10 pounds.
+10 ounces is too light and 10 tons is too heavy. | Hint: Select the best estimate."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [After Tyler graduates, he plans to travel around Europe with his brother., Tyler plans to travel around Europe with his brother after he graduates.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: pronouns | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun he could refer to Tyler or his brother.
+Tyler plans to travel around Europe with his brother after he graduates.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+After Tyler graduates, he plans to travel around Europe with his brother."
+"Question: What is the mass of a bicycle? | Choices: [12 grams, 12 kilograms] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a bicycle is 12 kilograms.
+12 grams is too light. | Hint: Select the better estimate."
+"Question: Which change better matches the sentence?
+Melted rock comes out of a crack in Earth's surface. | Choices: [volcanic eruption, erosion] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: earth-science | Skill: Classify changes to Earth's surface | Lecture: nan | Solution: nan"
+"Question: Select the bird. | Choices: [shoebill, coral snake, poison dart frog, bison] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Birds have feathers, two wings, and a beak. | Solution: A shoebill is a bird. It has feathers, two wings, and a beak.
+Shoebills live in tropical East Africa. Shoebills get their name from their shoe-shaped beaks.
+A bison is a mammal. It has fur and feeds its young milk.
+Male bison have horns. They can use their horns to defend themselves.
+A coral snake is a reptile. It has scaly, waterproof skin.
+Coral snakes spend most of their time underground or hiding under leaves.
+A poison dart frog is an amphibian. It has moist skin and begins its life in water.
+Poison dart frogs come in many bright colors. Their bright color warns other animals that these frogs are poisonous."
+"Question: Complete the statement.
+Rhenium is (). | Choices: [a compound, an elementary substance] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: You can tell whether rhenium is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for rhenium is Re. This formula contains one symbol: Re. So, the formula tells you that rhenium is made of one chemical element.
+Substances made of only one chemical element are elementary substances. So, rhenium is an elementary substance. | Hint: Rhenium is a rare and expensive metal used to make jet engines. The chemical formula for rhenium is Re."
+"Question: Which closing is correct for a letter? | Choices: [See You Soon,
+Felix, See you soon,
+Felix] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: What kind of sentence is this?
+How many articles did Eli write before his publisher offered him a book contract? | Choices: [interrogative, imperative, declarative] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: What is the source of the allusion in the sentence below?
+Mr. Arnold has a reputation as a Scrooge, so our club has stopped asking him for donations. | Choices: [a fable, literature] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Scrooge is literature.
+The novella A Christmas Carol, by Charles Dickens, tells the story of the penny-pinching and bitter Ebenezer Scrooge, who values money more than people.
+The allusion Scrooge means a person who isn't generous."
+"Question: Which text uses the word peruse in its traditional sense? | Choices: [The researcher diligently perused the ancient manuscript, taking care not to damage the brittle pages as he turned them., The researcher quickly perused the manuscript descriptions in the collection database until he found the one he was looking for.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses peruse in its traditional sense: to examine in detail.
+The researcher diligently perused the ancient manuscript, taking care not to damage the brittle pages as he turned them.
+The first text uses peruse in its nontraditional sense: to look through in a casual manner.
+The researcher quickly perused the manuscript descriptions in the collection database until he found the one he was looking for.
+Most style guides recommend to use the traditional sense of the word peruse because it is considered more standard."
+"Question: What do these two changes have in common?
+burning food on a stove
+grilling a hamburger | Choices: [Both are only physical changes., Both are caused by heating., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Burning food on a stove is a chemical change. When the food burns, the type of matter in it changes. The food turns black and gives off smoke.
+Grilling a hamburger is a chemical change. Heat from the grill causes the matter in the meat to change. Cooked meat and raw meat are different types of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Is the following trait inherited or acquired?
+Aiden has naturally brown hair. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Humans do not choose their natural hair color. Instead, children get their natural hair color from their parents. So, Aiden's hair color is an inherited trait. | Hint: Hint: Some people dye their hair. But this does not change their natural hair color."
+"Question: Which figure of speech is used in this text?
+The Winchester Grill offers a delicious vegetarian sausage entr̩e served with mashed sweet potatoes and arugula salad. | Choices: [hyperbole, oxymoron] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Vegetarian sausage is a contradiction, because vegetarian food has no meat, and sausages are made with meat."
+"Question: Choose the poem that uses onomatopoeia. | Choices: [There's not a day in all the year
+But holds some hidden pleasure,
+And looking back, joys oft appear
+To brim the past's wide measure.
+But blessings are like friends, I hold., Light that jingles like anklet chains
+On bevies of little lithe twinkling feet,
+Or clingles in myriad vibrations
+Like trillions of porcelain
+Vases shattering.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: reading-comprehension | Skill: Identify elements of poetry | Lecture: Poets often use the sounds of words to create interesting effects and to express moods and emotions. Understanding these elements of poetry can help you better interpret and appreciate poetic forms.
+Anaphora is the repetition of words or sequences of words at the beginning of multiple phrases, sentences, or lines.
+Out of the cradle endlessly rocking,
+Out of the mocking-bird's throat, the musical shuttle,
+Out of the Ninth-month midnight
+—From Walt Whitman, ""Out of the Cradle Endlessly Rocking""
+Onomatopoeia is when language sounds like what it talks about.
+Sometimes the onomatopoeia uses made-up words:
+Tlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.
+—From Alfred Noyes, ""The Highwayman""
+Sometimes the onomatopoeia uses real words:
+Hark! the honey bee is humming.
+—From Mary Howitt, ""The Voice of Spring""
+Alliteration is when beginning consonant sounds are repeated in words that are close together.
+Where the wild men watched and waited
+Wolves in the forest, and bears in the bush.
+—From Bayard Taylor, ""A Night with a Wolf""
+Assonance is the repetition of vowel sounds. Often, assonance can create rhymes or near-rhymes within lines.
+I wandered lonely as a Cloud
+That floats on high o'er Vales and Hills,
+When all at once I saw a crowd,
+A host of golden Daffodils.
+—From William Wordsworth, ""I Wandered Lonely as a Cloud""
+Meter is a poem's rhythm, or the pattern of strong and weak syllables. Strong syllables are stressed, while weak syllables are unstressed.
+A poem has an iambic meter when the beat sounds like da-DUM. A weak syllable is followed by a strong syllable. Occasionally, a line may begin with a strong syllable.
+He watches from his mountain walls,
+And like a thunderbolt he falls.
+—From Alfred, Lord Tennyson, ""The Eagle""
+A poem has a trochaic meter when the beat sounds like DUM-da. A strong syllable is followed by a weak syllable. Occasionally, a line may end in a strong syllable.
+Back into the chamber turning, all my soul within me burning,
+Soon again I heard a tapping somewhat louder than before.
+—From Edgar Allen Poe, ""The Raven""
+Free verse is when a poem has neither a regular rhythm nor a rhyme pattern.
+The old bridge has a wrinkled face.
+He bends his back
+For us to go over.
+—From Hilda Conkling, ""The Old Bridge""
+The syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern. | Solution: This poem uses onomatopoeia. It uses language that sounds like what it talks about.
+Vases shattering. | Hint: From Ella Wheeler Wilcox, ""Thanksgiving"" and from Lola Ridge, ""Manhattan"""
+"Question: Which figure of speech is used in this text?
+Lola gazed at the ancient pug that seemed to sleep all day and noted, ""You're an energetic puppy!"" | Choices: [verbal irony, pun] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+An energetic puppy shows verbal irony because an old, exhausted dog is far from an energetic puppy."
+"Question: Each bus takes the same amount of time to stop. Which school bus needs a larger force to come to a stop? | Choices: [a school bus carrying 600 pounds, a school bus carrying 750 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the school bus that is heavier.
+A school bus carrying 750 pounds is heavier than a school bus carrying 600 pounds. So, the school bus carrying 750 pounds needs a larger force to come to a stop in the same amount of time as the other bus. | Hint: Kids from two different schools are riding their school buses home. The buses are the same. They are going the same speed. But different numbers of kids are riding in each bus."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Tucker bought a program for the opera without realizing that the program was in Russian., Tucker bought a program for the opera without realizing that it was in Russian.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun it could refer to the program or the opera.
+The second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the program.
+Tucker bought a program for the opera without realizing that the program was in Russian."
+"Question: What do these two changes have in common?
+mixing sand and gravel
+water evaporating from a lake | Choices: [Both are only physical changes., Both are chemical changes., Both are caused by cooling., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Mixing sand and gravel is a physical change. Together, the sand and gravel make a mixture. But making this mixture does not form a different type of matter.
+Water evaporating from a lake is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Water evaporating is caused by heating. But mixing sand and gravel is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which object has more thermal energy? | Choices: [a bowl of oatmeal at a temperature of 105°F, a bowl of oatmeal at a temperature of 75°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two bowls of oatmeal have the same mass but different temperatures. Since the 105°F bowl of oatmeal is hotter than the 75°F bowl of oatmeal, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Would you find the word pennies on a dictionary page with the following guide words?
+playful - pull | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since pennies is not between the guide words playful - pull, it would not be found on that page."
+"Question: What does this Works Cited entry indicate about the cited work?
+""Mango Nutrition."" www.mango.org. National Mango Board, 2014. Web. 10 May 2015. | Choices: [It is an email., It was accessed on May 10, 2015., It was published by Mango Nutrition.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: reference-skills | Skill: Understand a Works Cited entry (MLA 7th edition) | Lecture: When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.
+Below are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.
+Books:
+Format | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.
+Example | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.
+Essays, short stories, or poems in an anthology or book:
+Format | Author(s). ""Essay, Poem, or Short Story Title."" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.
+Example | James, Henry. ""The Middle Years."" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.
+Magazine and newspaper articles:
+Format | Author(s). ""Article Title."" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.
+Example | Hayes, David J., and James H. Stock. ""The Real Cost of Coal."" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.
+Journal articles:
+Format | Author(s). ""Article Title."" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.
+Example | Gillette, Jane, et al. ""Human Simulations of Vocabulary Learning."" Cognition 73.2 (1999): 135-176. Print.
+Web pages:
+Format | Author(s). ""Page Title."" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.
+Example | Gunn, Janelle P., and Lauren E. Owens. ""How to Slash Sodium from Your Diet."" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.
+Additional guidelines:
+Author Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by ""et al.,"" which stands for and others (e.g., Smith, Jane, et al.).
+Medium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are ""Print"" and ""Web,"" but other possibilities include ""Film,"" ""E-mail,"" and ""Lecture."" Whenever the Medium of Publication is ""Web,"" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.
+Editors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. ""Ed."" stands for edited by. ""Trans."" stands for translated by.
+Missing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation ""n. pag."" is used instead. If a work has no available publication date, the abbreviation ""n.d."" is used instead. If a work has no available publisher or no available city of publication, the abbreviation ""n.p."" is used instead.
+ | Solution: Look closely at the Works Cited entry:
+""Mango Nutrition."" www.mango.org. National Mango Board, 2014. Web. 10 May 2015.
+You can tell that the cited work was accessed on May 10, 2000, by looking at the date of access, which appears after the medium of publication."
+"Question: Is the following trait inherited or acquired?
+Roxanne can ride a motorcycle. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to ride a motorcycle. Instead, many people learn how to ride. So, riding a motorcycle is an acquired trait."
+"Question: What information supports the conclusion that Jon acquired this trait? | Choices: [Some scars fade more quickly than others., Jon's scar was caused by an accident. He cut his arm when he fell off his bicycle.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Jon has a scar on his right arm."
+"Question: Does this passage describe the weather or the climate?
+Joy lives in a town with hot summers and freezing cold winters. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Joy lives in a town with hot summers and freezing cold winters.
+This passage tells you about the usual temperatures where Joy lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: What is the source of the allusion in the sentence below?
+Tanvi anticipated that the free makeover her friend was promising would turn out to be a Trojan horse. | Choices: [Greek mythology, British history] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Trojan horse is Greek mythology.
+In Greek mythology, the Greek army tricks the Trojan army into taking a large wooden horse into their carefully guarded city. The horse turns out to be filled with Greek warriors who, once inside the city of Troy, open the gates to the Greek army waiting outside.
+The allusion Trojan horse means a deceptive or harmful offering."
+"Question: What is the source of the allusion in the sentence below?
+Bobby persisted despite his friends' attempts to tell him that this was a Gordian knot. | Choices: [U.S. history, ancient legend] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Gordian knot is ancient legend.
+According to legend, Alexander the Great used his sword to slash an intricate knot by which a chariot was tied to a pole in the city of Gordium.
+The allusion Gordian knot means a highly complex problem."
+"Question: Choose the poem that uses repetition. | Choices: [The sun's heat will give out in ten million years more—
+And he worried about it.
+It will sure give out then, if it doesn't before—
+And he worried about it., I'm not a chicken; I have seen
+Full many a chill September,
+And though I was a youngster then,
+That gale I well remember.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reading-comprehension | Skill: Identify elements of poetry | Lecture: Poetry is a special kind of writing. It has many elements that make it different from ordinary writing. Knowing these elements can help you talk about poetry, understand it better, and enjoy it more.
+A poem rhymes when it has a pattern of words that end in the same sound.
+End rhyme is when the rhymes appear at the end of a poem's lines.
+Little Betty Blue,
+Lost her holiday shoe.
+—From Mother Goose
+Internal rhyme is when at least one of the rhyming words appears inside the poem's lines.
+Sweet dreams of pleasant streams.
+—From William Blake, ""A Cradle Song""
+Rhythm is the pattern of strong and weak syllables, or stress, in a poem. You can recognize rhythm in a poem by listening to how it sounds. Poems with regular rhythm have a beat, like in music.
+He watches from his mountain walls,
+And like a thunderbolt he falls.
+—From Alfred, Lord Tennyson, ""The Eagle""
+The syllables in bold are strong. We say them with more force than the other syllables. In this poem, every weak syllable is followed by a strong syllable. Each line sounds like da-DUM da-DUM da-DUM da-DUM. To better hear the rhythm, try reading it aloud while clapping on each strong syllable.
+Free verse is when a poem has neither a regular rhythm nor a rhyme pattern.
+The old bridge has a wrinkled face.
+He bends his back
+For us to go over.
+—From Hilda Conkling, ""The Old Bridge""
+The syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.
+Repetition is when words, phrases, or whole lines are repeated.
+The dainty flying squirrel
+In vest of shining white,
+In coat of silver gray,
+And vest of shining white.
+—Adapted from Mary E. Burt, ""The Flying Squirrel""
+Alliteration is when beginning consonant sounds are repeated in words that are close together.
+Where the wild men watched and waited
+Wolves in the forest, and bears in the bush.
+—From Bayard Taylor, ""A Night with a Wolf""
+Onomatopoeia is when language sounds like what it talks about.
+Sometimes the onomatopoeia uses made-up words:
+Tlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.
+—From Alfred Noyes, ""The Highwayman""
+Sometimes the onomatopoeia uses real words:
+Hark! the honey bee is humming.
+—From Mary Howitt, ""The Voice of Spring"" | Solution: This poem uses repetition. It repeats words, phrases, or lines.
+And he worried about it.
+And he worried about it. | Hint: From Oliver Wendell Holmes, ""The September Gale"" and from Sam Walter Foss, ""He Worried about It"""
+"Question: Which logical fallacy is used in the text?
+Free speech is good not just for the individual, but for all of society. After all, it's in the interest of the community that everyone should be at liberty to express his or her beliefs. | Choices: [appeal to nature: the assumption that natural things are always good, ad hominem: an attack against the person making the argument, rather than the argument itself, circular reasoning: an argument that supports a claim with the claim itself] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that free speech is good for society because society is better off when people have free speech. However, the ""evidence"" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning."
+"Question: Which word would you find on a dictionary page with the following guide words?
+bind - bread | Choices: [boil, basket] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since boil is between the guide words bind - bread, it would be found on that page."
+"Question: Which graduation announcement is more formal? | Choices: [We are proud to announce the graduation of Lee Ortega., Lee Ortega is graduating, and we couldn't be more proud!] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second graduation announcement is more formal. It uses more ceremonious language (proud to announce). The other graduation announcement uses more conversational language (we couldn't be more proud!)."
+"Question: What is the mass of a small candy bar? | Choices: [2 pounds, 2 ounces, 2 tons] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a small candy bar is 2 ounces.
+2 pounds and 2 tons are both too heavy. | Hint: Select the best estimate."
+"Question: What does the hyperbole in this text suggest?
+When you smile
+The whole world stops and stares for a while
+—Bruno Mars, ""Just the Way You Are"" | Choices: [This person has an attention-getting smile., People always stare at this person's smile.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode! | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+The hyperbole the whole world stops and stares for a while suggests that this person has an attention-getting smile. Her smile does not literally cause all the people on earth to stop in their tracks."
+"Question: What is the volume of a water balloon? | Choices: [15 cups, 15 fluid ounces, 15 gallons] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a water balloon is 15 fluid ounces.
+15 cups and 15 gallons are both too much. | Hint: Select the best estimate."
+"Question: Which egg has less thermal energy? | Choices: [the colder egg, the hotter egg] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 1-kilogram brick at 70°F has half as much thermal energy as a 2-kilogram brick at 70°F. The two bricks have the same temperature, but the smaller brick has half as many atoms. So, it has half as much thermal energy. | Solution: The two eggs are made of the same material and have the same mass. So, the colder egg has less thermal energy. | Hint: Two eggs are identical except for their temperatures."
+"Question: What information supports the conclusion that Jenna inherited this trait? | Choices: [Jenna's biological parents have red hair. Jenna also has red hair., Jenna's neighbor also has straight hair., Jenna's biological mother often wears her straight hair in a ponytail.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Jenna has straight hair."
+"Question: What is the source of the allusion in the sentence below?
+Kendall warned her youngest son not to cry wolf while wrestling with his older brother. | Choices: [a fable, Greek mythology] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion cry wolf is a fable.
+In the fable ""The Boy Who Cried Wolf,"" a shepherd boy repeatedly tricks people in his village by falsely claiming that a wolf is coming to eat his flock. When a wolf actually comes and the boy cries for help, nobody believes him or comes to his aid.
+The allusion cry wolf means to raise a false alarm."
+"Question: Select the one substance that is not a mineral. | Choices: [Molasses is made by humans. It is not a pure substance., Pyrite is formed in nature. It is a pure substance., Sphalerite is formed in nature. It is a pure substance.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Pyrite is a mineral.
+Sphalerite is a mineral.
+Molasses is made by humans. But minerals are not made by living things.
+Molasses is not a pure substance. But all minerals are pure substances.
+So, molasses is not a mineral."
+"Question: Which excerpt from a student essay is more formal? | Choices: [In this day and age, nearly all classrooms have access to technology., A lot of kids use computers at school nowadays.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first excerpt from a student essay is more formal. It uses more elevated language (in this day and age, have access to technology). The other excerpt uses imprecise language (a lot, nowadays) and sounds more conversational."
+"Question: Which word would you find on a dictionary page with the following guide words?
+dodge - dynamite | Choices: [drive, deer] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since drive is between the guide words dodge - dynamite, it would be found on that page."
+"Question: What do these two changes have in common?
+baking cookies
+burning a candle | Choices: [Both are caused by cooling., Both are caused by heating., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Baking cookies is a chemical change. The type of matter in the cookie dough changes when it is baked. The cookie dough turns into cookies!
+Burning a candle is a chemical change. Both the wick and the melted wax burn. They react with oxygen in the air and turn into soot, carbon dioxide, and water.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What is the mass of an ear of corn? | Choices: [15 tons, 15 ounces, 15 pounds] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of an ear of corn is 15 ounces.
+15 pounds and 15 tons are both too heavy. | Hint: Select the best estimate."
+"Question: Select the one animal that has all of the mollusk traits listed above. | Choices: [Earthworms live in soil and have no limbs. Their bodies are soft, cylindrical, and made up of many segments., Banana slugs have a soft body with a flat underside called the foot. Slugs use their muscular foot to move. Banana slugs also have small teeth on their tongue! These file-like teeth help banana slugs eat leaves and dead plants.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify animals | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Mollusks have the following traits:
+They have a soft body.
+They have a muscular foot or tentacles.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A banana slug has the following traits:
+It has a soft body.
+It has a muscular foot.
+A banana slug has the traits of a mollusk. A banana slug is a mollusk.
+An earthworm has the following traits:
+It has a soft, cylindrical body.
+It has no limbs.
+It is made up of segments.
+An earthworm does not have all of the traits of a mollusk. An earthworm is a segmented worm. | Hint: Mollusks are a group of animals with similar traits. The following traits can be used to identify mollusks:
+They have a soft body.
+They have a muscular foot or tentacles. Observe the animals and read the descriptions."
+"Question: Based on this information, what is Chloe's phenotype for the ear type trait? | Choices: [curled ears, straight ears] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Chloe's genotype for the ear type gene is EE. Chloe's genotype of EE has only E allelles. The E allele is for curled ears. So, Chloe's phenotype for the ear type trait must be curled ears.
+To check this answer, consider whether Chloe's alleles are dominant or recessive. The allele for straight ears (e) is recessive to the allele for curled ears (E). This means E is a dominant allele, and e is a recessive allele.
+Chloe's genotype of EE has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Chloe's phenotype for the ear type trait must be curled ears. | Hint: In a group of American curl cats, some individuals have curled ears and others have straight ears. In this group, the gene for the ear type trait has two alleles. The allele for straight ears (e) is recessive to the allele for curled ears (E).
+Chloe is an American curl cat from this group. Chloe has the homozygous genotype EE for the ear type gene."
+"Question: What is the source of the allusion in the sentence below?
+Jasper's Falstaffian nature makes him stand out at a party. | Choices: [the Bible, Shakespeare] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Falstaffian is Shakespeare.
+Sir John Falstaff, a comical character in several of William Shakespeare's plays, is known for his cheerful sociability and sometimes off-color humor.
+The allusion Falstaffian means characterized by joviality and enjoyment of food and drink."
+"Question: What does the verbal irony in this text suggest?
+While waiting for her search results, Whitney exclaimed, ""My Internet connection is as speedy as a snail!"" | Choices: [The Internet connection was very slow., The Internet connection was very fast.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As speedy as a snail suggests that the Internet connection was very slow. A snail is not speedy, and neither was Whitney's Internet connection."
+"Question: Which sentence is more formal? | Choices: [When it is hot out, a glass of mint lemonade always hits the spot., On a hot day, mint lemonade is a perfect refreshment.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The second sentence is less formal. You can tell because it uses an idiom (hits the spot).
+The first sentence uses formal language in place of the idiom, so it is more formal overall."
+"Question: Based on this information, what is Fieval's genotype for the fur texture gene? | Choices: [Ff, straight fur] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Fieval has one allele for straight fur (F) and one allele for wavy fur (f). So, Fieval's genotype for the fur texture gene is Ff. | Hint: In a group of Syrian hamsters, some individuals have straight fur and others have wavy fur. In this group, the gene for the fur texture trait has two alleles. The allele F is for straight fur, and the allele f is for wavy fur.
+Fieval, a Syrian hamster from this group, has straight fur. Fieval has one allele for straight fur and one allele for wavy fur."
+"Question: Which object has less thermal energy? | Choices: [a pot of spaghetti sauce at a temperature of 140°F, a pot of spaghetti sauce at a temperature of 100°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: The two pots of spaghetti sauce have the same mass but different temperatures. Since the 100°F pot of spaghetti sauce is colder than the 140°F pot of spaghetti sauce, it has less thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Select the one true statement. | Choices: [Vacuoles are outside the nucleus of an animal cell., Mitochondria direct cell activities by sending instructions to different parts of a plant cell., Animal cells can have chloroplasts but do not have a nucleus.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Compare cells and cell parts | Lecture: nan | Solution: nan"
+"Question: Which phrase has a more negative connotation? | Choices: [searching for something, snooping for something] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: Snooping for something has a more negative connotation. Snooping is looking for something without permission."
+"Question: What kind of sentence is this?
+Please take the dirty towels outside. | Choices: [interrogative, imperative] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence makes a request, so it is an imperative sentence. Here, it ends with a period."
+"Question: Which figure of speech is used in this text?
+Although Kevin hasn't worked in years, his mother prefers to say that he's between jobs right now. | Choices: [oxymoron, euphemism] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Between jobs is an indirect way of saying unemployed."
+"Question: Using only these supplies, which question can Perry investigate with an experiment? | Choices: [Does a big toy car go down the wooden ramp faster than a small toy car?, Do toy cars go faster down the ramp made of wood or the ramp made of cardboard?, Do toy cars with plastic wheels go faster down the cardboard ramp than toy cars with metal wheels?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Perry and his sister are building ramps to race their toy cars down. Perry notices that the cars go down some of the ramps faster than others. He wonders what factors affect the cars' speed. So, he decides to design an experiment. He has the following supplies available:
+two identical toy cars
+a wooden ramp three feet long and two feet tall
+a cardboard ramp three feet long and two feet tall"
+"Question: Select the elementary substance. | Choices: [silicon dioxide (SiO2), palladium (Pd), carbon dioxide (CO2)] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Identify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for silicon dioxide contains two symbols: Si for silicon and O for oxygen. So, silicon dioxide is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, silicon dioxide is a compound, not an elementary substance. The chemical formula for palladium contains one symbol: Pd. So, palladium is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, palladium is an elementary substance. The chemical formula for carbon dioxide contains two symbols: C for carbon and O for oxygen. So, carbon dioxide is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, carbon dioxide is a compound, not an elementary substance."
+"Question: Which tense does the sentence use?
+On cold days, my teacher drinks hot tea. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, drinks. The verb ends in -s and tells you about something that is true or happening now."
+"Question: Which sentence states a fact? | Choices: [Alexander Graham Bell invented the electric telephone in the 1870s., The telephone was the greatest invention of its time.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
+The flag of the United States has 13 stripes.
+This is a fact. It can be proved by looking at the flag and counting the number of stripes.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+The flag of the United States is easy to draw.
+This is an opinion. People may have different opinions about what makes a flag ""easy"" to draw. | Solution: The first sentence states a fact.
+Alexander Graham Bell invented the electric telephone in the 1870 s.
+It can be proved by reading a book about Alexander Graham Bell.
+The second sentence states an opinion.
+The telephone was the greatest invention of its time.
+Greatest shows what a person believes, thinks, or feels. Another person might have a different opinion about what the greatest invention was."
+"Question: What do these two changes have in common?
+cooking an egg
+an iceberg melting slowly | Choices: [Both are chemical changes., Both are only physical changes., Both are caused by cooling., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Cooking an egg is a chemical change. The heat causes the matter in the egg to change. Cooked eggs and raw eggs are made of different types of matter.
+An iceberg melting is a change of state. So, it is a physical change. An iceberg is made of frozen water. As it melts, the water changes from a solid to a liquid. But a different type of matter is not formed.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+An iceberg melting is a physical change. But cooking an egg is not.
+Both are chemical changes.
+Cooking an egg is a chemical change. But an iceberg melting is not.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which is a compound sentence? | Choices: [In 1900, the U.S. state with the largest population was New York., Rumors about Mayor Schmidt were spreading like wildfire, so she set the record straight at a press conference.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction so.
+Rumors about Mayor Schmidt were spreading like wildfire, so she set the record straight at a press conference."
+"Question: Which figure of speech is used in this text?
+Men work together . . . whether they work together or apart.
+—Robert Frost, ""A Tuft of Flowers"" | Choices: [paradox, euphemism] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Men work together . . . whether they work together or apart at first appears to be contradictory, as it seems impossible to work together and work apart at the same time. However, it contains some truth: people may feel a sense of unity and camaraderie with others even while on their own."
+"Question: What is the volume of a bottle of dish soap? | Choices: [2 cups, 2 fluid ounces, 2 gallons] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a bottle of dish soap is 2 cups.
+2 fluid ounces is too little and 2 gallons is too much. | Hint: Select the best estimate."
+"Question: Which tense does the sentence use?
+Scientists will measure the rainfall in Allenville. | Choices: [future tense, past tense, present tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, measure. The verb tells you about something that is going to happen."
+"Question: Select the part whose main job is to control which substances enter and leave a plant cell. | Choices: [cell membrane, cytoplasm, mitochondria, vacuole] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Identify functions of plant cell parts | Lecture: Plant cells are made up of many different parts. Each cell part has a function that helps the cell survive and grow.
+Some cell parts are called organelles. Organelles are cell structures that are surrounded by their own membranes. Here are some of the organelles in plant cells:
+Chloroplasts and mitochondria work together to help the cell get the energy it needs. The chloroplasts use photosynthesis to make sugar. The mitochondria break down this sugar and release energy that the cell can use for all of its activities.
+The nucleus directs cell activities by sending instructions to different parts of the cell. The nucleus contains structures called chromosomes. The chromosomes are made mostly of hereditary material called DNA. DNA contains information that the cell uses for growth and activities. These instructions tell ribosomes how to build molecules called proteins, which make up cell structures and help chemical reactions happen in the cell.
+The endoplasmic reticulum is an organelle that helps ribosomes build proteins. The nucleus sends instructions for making proteins to ribosomes. Ribosomes can attach to the endoplamic reticulum. The endoplasmic reticulum and ribosomes use these instructions to make proteins that the cell needs to survive and grow.
+After proteins are made in the endoplasmic reticulum, they can be transferred to the Golgi. The Golgi is an organelle made up of flat, stacked membranes. The Golgi sorts and packages proteins and other substances. Then, the Golgi sends these substances to different parts of the cell. Some of these substances are sent to the cell membrane and released from the cell.
+In plant cells, the vacuole stores waste, water, and nutrients such as sugar. Most plant cells have one vacuole.
+Other cell parts are not surrounded by their own membranes. These cell parts are not organelles.
+The cell wall is the cell's tough outer covering. It gives the cell strength and stiffness and helps the cell keep its shape.
+On the inside of the cell wall is a thin layer called the cell membrane. This layer is a membrane, but it does not have a membrane surrounding it, so it is not an organelle. The cell membrane controls which substances enter and leave the cell.
+The cytoplasm is a thick liquid that fills the space inside the cell. The cytoplasm also helps the cell keep its shape and supports the other cell parts. | Solution: The cell membrane is a thin layer that wraps around the cytoplasm.
+In a plant cell, the cell wall surrounds the cell membrane. Most substances can pass through the cell wall. But when these substances reach the cell membrane, only some of them are able to enter the cell."
+"Question: Using only these supplies, which question can Jackie investigate with an experiment? | Choices: [Does a rubber ball travel farther when launched from a metal catapult or from a wooden catapult?, Does a catapult with a longer arm launch a rubber ball farther than a catapult with a shorter arm?, Does a heavier ball travel farther than a lighter ball when launched from a catapult?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Jackie visits a museum about ancient Greece. She notices an exhibit with models of wooden catapults that were used to launch large rocks across battlefields. She wonders what factors affect how far a catapult can launch an object. So, she decides to design an experiment. She has the following supplies available:
+a wooden catapult with a 10-inch-long arm
+a wooden catapult with a five-inch-long arm
+two identical rubber balls"
+"Question: Which sentence states a fact? | Choices: [Monarch butterflies have orange wings with black and white markings., It is wrong to catch monarch butterflies or any other insect.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The first sentence states a fact.
+Monarch butterflies have orange wings with black and white markings.
+It can be proved by observing monarch butterflies.
+The second sentence states an opinion.
+It is wrong to catch monarch butterflies or any other insect.
+Wrong shows what a person believes, thinks, or feels. Another person might have a different opinion about what is right or wrong."
+"Question: Which sentence states a fact? | Choices: [Earth is the most important planet in the solar system., Our solar system contains eight planets.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The second sentence states a fact.
+Our solar system contains eight planets.
+It can be proved by checking a drawing of the solar system.
+The first sentence states an opinion.
+Earth is the most important planet in the solar system.
+Most important shows what a person believes, thinks, or feels. Another person might have a different opinion about which planet is the most important."
+"Question: What do these two changes have in common?
+carving a piece of wood
+picking up a paper clip with a magnet | Choices: [Both are chemical changes., Both are caused by heating., Both are only physical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Carving a piece of wood is a physical change. The wood changes shape, but it is still made of the same type of matter.
+Picking up a paper clip with a magnet is a physical change. The paper clip sticks to the magnet, but it is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What information supports the conclusion that Clare acquired this trait? | Choices: [Clare knits sweaters using cotton, wool, and other types of yarn., Clare learned how to knit in an after school program.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Clare knows how to knit sweaters."
+"Question: Which figure of speech is used in this text?
+Although Josh hasn't worked in years, his mother prefers to say that he's between jobs right now. | Choices: [paradox, euphemism] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Between jobs is an indirect way of saying unemployed."
+"Question: Complete the sentence so that it uses personification.
+The music box () the baby to sleep with its sweet melody. | Choices: [sang, put] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word sang. It describes the music box as if it were a person with a sweet voice."
+"Question: Which figure of speech is used in this text?
+I thought I'd forgotten how to play with a boomerang, but then it came back to me. | Choices: [pun, personification] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses a pun, a word or phrase that humorously suggests more than one meaning.
+It came back to me means that I remembered something. It also means that the boomerang came back after it was thrown."
+"Question: Which change best matches the sentence?
+Many pieces of rock fall down a hill. | Choices: [drought, deposition, landslide] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: Classify changes to Earth's surface II | Lecture: nan | Solution: nan"
+"Question: What does the idiom in this text suggest?
+""Speak of the devil!"" Joy declared when Kenneth strolled into the room. | Choices: [Joy didn't trust Kenneth., Joy had just been speaking about Kenneth.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom speak of the devil suggests that Joy had just been speaking about Kenneth. People say this when the person they've just been speaking about coincidentally arrives, as if summoned."
+"Question: Complete the statement.
+During this chemical reaction, the air around the reaction becomes (). | Choices: [colder, warmer] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: chemistry | Skill: Describe energy changes in chemical reactions | Lecture: During a chemical reaction, thermal energy is absorbed or released as heat. This transfer of thermal energy changes the temperature of the reaction's surroundings. The surroundings are everything around the reaction, such as the solution that the reaction takes place in or the air nearby.
+Some reactions release thermal energy into the surroundings. This thermal energy is converted from chemical energy, which is provided by the molecules in the reaction. As the thermal energy moves out of the reaction and into the surroundings, the temperature of the surroundings increases.
+Some reactions absorb thermal energy from the surroundings. This thermal energy is converted into chemical energy during the reaction. As the thermal energy moves out of the surroundings and into the reaction, the temperature of the surroundings decreases. | Solution: To determine whether the air around the reaction becomes warmer or colder, look for the text that describes the movement of thermal energy during the reaction.Some chemical substances explode under pressure. One such substance, nitrogen triiodide (NI3), explodes at even the lightest touch! When this happens, the nitrogen triiodide breaks down to form nitrogen (N2) and iodine (I2). During this reaction, chemical energy is converted to an enormous amount of thermal energy, which is transferred into the surroundings.The underlined text tells you that thermal energy is transferred into the surroundings. Because thermal energy moves out of the reaction and into the surroundings, the temperature of the surroundings increases.The surroundings include the air around the reaction. So, the air around the reaction becomes warmer. | Hint: When a chemical reaction absorbs or releases thermal energy, the reaction causes a change in temperature. Read the passage about a chemical reaction that absorbs or releases thermal energy. Then, follow the instructions below.
+Some chemical substances explode under pressure. One such substance, nitrogen triiodide (NI3), explodes at even the lightest touch! When this happens, the nitrogen triiodide breaks down to form nitrogen (N2) and iodine (I2). During this reaction, chemical energy is converted to an enormous amount of thermal energy, which is transferred into the surroundings."
+"Question: Which is a complete sentence? | Choices: [London is the capital city of England., The calendar will help her plan ahead, she will circle important days.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: London is the capital city of England is a complete sentence. The subject is London, and the verb is is."
+"Question: What is the source of the allusion in the sentence below?
+From the look on her face, Helen is carrying an albatross around her neck. | Choices: [Egyptian history, a poem] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion an albatross around her neck is a poem.
+In Samuel Taylor Coleridge's poem ""The Rime of the Ancient Mariner,"" a sailor shoots and kills an albatross, an action that curses the ship and crew. As his crew members die, the Ancient Mariner feels his guilt hanging like the albatross around his neck.
+The allusion an albatross around her neck means a burden a person must bear."
+"Question: Based on this information, what is Moxie's phenotype for the coat pattern trait? | Choices: [solid coloring, white spots] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Moxie's genotype for the coat pattern gene is aa. Moxie's genotype of aa has only a alleles. The a allele is for white spots. So, Moxie's phenotype for the coat pattern trait must be white spots.
+To check this answer, consider whether Moxie's alleles are dominant or recessive. The allele for solid coloring (A) is dominant over the allele for white spots (a). This means A is a dominant allele, and a is a recessive allele.
+Moxie's genotype of aa has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Moxie's phenotype for the coat pattern trait must be white spots. | Hint: In a group of cows, some individuals have solid coloring and others have white spots. In this group, the gene for the coat pattern trait has two alleles. The allele for solid coloring (A) is dominant over the allele for white spots (a).
+Moxie is a cow from this group. Moxie has the homozygous genotype aa for the coat pattern gene."
+"Question: Which word would you find on a dictionary page with the following guide words?
+beast - brownie | Choices: [born, bundle] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since born is between the guide words beast - brownie, it would be found on that page."
+"Question: What is the mass of a passenger airplane? | Choices: [50 pounds, 50 tons, 50 ounces] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a passenger airplane is 50 tons.
+50 ounces and 50 pounds are both too light. | Hint: Select the best estimate."
+"Question: What is the mass of a bicycle? | Choices: [8 grams, 8 kilograms] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a bicycle is 8 kilograms.
+8 grams is too light. | Hint: Select the better estimate."
+"Question: How long is a tennis racket? | Choices: [20 miles, 20 yards, 20 feet, 20 inches] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a tennis racket is 20 inches.
+20 feet, 20 yards, and 20 miles are all too long. | Hint: Select the best estimate."
+"Question: Which word would you find on a dictionary page with the following guide words?
+recently - ruby | Choices: [rain, root] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since root is between the guide words recently - ruby, it would be found on that page."
+"Question: Based on this information, what is this plant's phenotype for the fruit sheen trait? | Choices: [glossy fruit, dull fruit] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: The cucumber plant's genotype for the fruit sheen gene is ff. The cucumber plant's genotype of ff has only f alleles. The f allele is for glossy fruit. So, the cucumber plant's phenotype for the fruit sheen trait must be glossy fruit.
+To check this answer, consider whether the cucumber plant's alleles are dominant or recessive. The allele for dull fruit (F) is dominant over the allele for glossy fruit (f). This means F is a dominant allele, and f is a recessive allele.
+The cucumber plant's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the cucumber plant's phenotype for the fruit sheen trait must be glossy fruit. | Hint: In a group of cucumber plants, some individuals have dull fruit and others have glossy fruit. In this group, the gene for the fruit sheen trait has two alleles. The allele for dull fruit (F) is dominant over the allele for glossy fruit (f).
+A certain cucumber plant from this group has the homozygous genotype ff for the fruit sheen gene."
+"Question: Complete the statement.
+Copper is (). | Choices: [an elementary substance, a compound] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: You can tell whether copper is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for copper is Cu. This formula contains one symbol: Cu. So, the formula tells you that copper is made of one chemical element.
+Substances made of only one chemical element are elementary substances. So, copper is an elementary substance. | Hint: Copper is a metal that is used in electrical wires and in coins. The chemical formula for copper is Cu."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her narrative voice?
+During our last game, our pitcher Andy suddenly grabbed his wrist after throwing a fastball. Coach Becker asked him if he was OK, and Andy said that it hurt. None of us knew what was wrong with him and he was whisked off to the doctor, who ultimately diagnosed a forearm strain and wrist tendinitis. After three weeks of rehabilitation, Andy finally returned. Coach Becker said he was glad Andy was back, and Andy said he was happy and relieved. | Choices: [by removing biased language, by adding dialogue, by using active voice] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her narrative voice by adding dialogue.
+For example, the writer could replace the underlined sentences with exchanges between Coach Becker and Andy.
+During our last game, our pitcher Andy suddenly grabbed his wrist after throwing a fastball. Coach Becker asked him if he was OK, and Andy said that it hurt. None of us knew what was wrong with him and he was whisked off to the doctor, who ultimately diagnosed a forearm strain and wrist tendinitis. After three weeks of rehabilitation, Andy finally returned. Coach Becker said he was glad Andy was back, and Andy said he was happy and relieved."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Grandma Julia,, Dear grandma Julia,] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Grandma Julia is capitalized because it is a proper noun."
+"Question: Which sentence states a fact? | Choices: [The Vikings came from what are now the countries of Denmark, Sweden, and Norway., The Vikings carried out their raids in a swift, vicious fashion.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
+The flag of the United States has 13 stripes.
+This is a fact. It can be proved by looking at the flag and counting the number of stripes.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+The flag of the United States is easy to draw.
+This is an opinion. People may have different opinions about what makes a flag ""easy"" to draw. | Solution: The second sentence states a fact.
+The Vikings came from what are now the countries of Denmark, Sweden, and Norway.
+It can be proved by reading a history book about Vikings.
+The first sentence states an opinion.
+The Vikings carried out their raids in a swift, vicious fashion.
+Vicious shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes a raid vicious."
+"Question: Complete the sentence.
+Boiling an egg is a (). | Choices: [physical change, chemical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Boiling an egg is a chemical change. The heat causes the matter in the egg to change. Cooked eggs and raw eggs are made of different types of matter."
+"Question: Using only these supplies, which question can Diana investigate with an experiment? | Choices: [Do small rocks or large rocks skip more times when thrown across the river?, Do round rocks or flat rocks skip more times when thrown across the river?, Do rocks skip more times when thrown across a river or across a pond?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Diana likes to skip rocks at the river. She notices that some of the rocks she throws skip off the surface of the water many times, while others skip once and then sink. She wonders what factors affect how well rocks skip on the water. So, she decides to design an experiment. She has the following supplies available:
+10 small flat rocks
+10 large flat rocks
+access to the river by her school"
+"Question: Which figure of speech is used in this text?
+There was a clear consensus in the Mueller family that they should put their dog to sleep, rather than let him continue to suffer. | Choices: [euphemism, paradox] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Put their dog to sleep is a more indirect way of saying have the veterinarian kill their dog."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Dr. mckinney,, Dear Dr. McKinney,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Dr. McKinney is capitalized because it is a proper noun."
+"Question: Which is smoother? | Choices: [nylon shorts, sandpaper] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Smooth is a property. A smooth material is not rough or bumpy.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the nylon shorts are smoother. If you touch nylon fabric, it will not feel rough."
+"Question: Based on this information, what is Flounder's phenotype for the eye color trait? | Choices: [red eyes, black eyes] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Flounder's genotype for the eye color gene is ee. Flounder's genotype of ee has only e alleles. The e allele is for black eyes. So, Flounder's phenotype for the eye color trait must be black eyes.
+To check this answer, consider whether Flounder's alleles are dominant or recessive. The allele for red eyes (E) is dominant over the allele for black eyes (e). This means E is a dominant allele, and e is a recessive allele.
+Flounder's genotype of ee has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Flounder's phenotype for the eye color trait must be black eyes. | Hint: In a group of koi fish, some individuals have red eyes and others have black eyes. In this group, the gene for the eye color trait has two alleles. The allele for red eyes (E) is dominant over the allele for black eyes (e).
+Flounder is a koi fish from this group. Flounder has the homozygous genotype ee for the eye color gene."
+"Question: What information supports the conclusion that Greta acquired this trait? | Choices: [Greta likes to photograph birds at the zoo., Greta was not born knowing how to identify different bird calls. She had to learn this skill.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Greta is good at identifying birds from their calls."
+"Question: Which object has more thermal energy? | Choices: [a 200-gram cup of black tea at a temperature of 60°C, a 200-gram cup of black tea at a temperature of 40°C] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two cups of black tea have the same mass but different temperatures. Since the 60°C cup of black tea is hotter than the 40°C cup of black tea, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which text uses the word terribly in its traditional sense? | Choices: [Paul shivered terribly as he gazed at the snow-clad slope. After calming his nerves, he began his descent., Paul shivered as he gazed at the terribly steep, snowy slope. After calming his nerves, he began his descent.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses terribly in its traditional sense: in a terrible manner.
+Paul shivered terribly as he gazed at the snow-clad slope. After calming his nerves, he began his descent.
+The second text uses terribly in its nontraditional sense: extremely; very.
+Paul shivered as he gazed at the terribly steep, snowy slope. After calming his nerves, he began his descent.
+Most style guides recommend to use the traditional sense of the word terribly because it is considered more standard."
+"Question: What information supports the conclusion that Linda inherited this trait? | Choices: [Linda's parents were born with wavy hair. They passed down this trait to Linda., Linda and her mother both have short hair.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Linda has wavy hair."
+"Question: Is the following trait inherited or acquired?
+Paula has five toes on each foot. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Most humans are born with five toes on each foot. So, having five toes is an inherited trait."
+"Question: What is the source of the allusion in the sentence below?
+Much to our shock, Cody chose to turn the other cheek when Erica insulted him in a meeting. | Choices: [the Bible, U.S. history] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion turn the other cheek is the Bible.
+In the Bible, Jesus counsels his followers to resist retaliation. He says that if they are struck on the right cheek, they shouldn't lash out; instead, they should turn the other cheek toward their attacker.
+The allusion turn the other cheek means to respond without aggression."
+"Question: Which change better matches the sentence?
+A forest catches fire and burns. | Choices: [earthquake, wildfire] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: earth-science | Skill: Classify changes to Earth's surface | Lecture: nan | Solution: nan"
+"Question: Which word does not rhyme? | Choices: [game, save, gave] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words save and gave rhyme. They both end with the ave sound.
+The word game does not rhyme. It ends with a different sound."
+"Question: Which cherry pie has less thermal energy? | Choices: [the colder cherry pie, the hotter cherry pie] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 1-kilogram brick at 70°F has half as much thermal energy as a 2-kilogram brick at 70°F. The two bricks have the same temperature, but the smaller brick has half as many atoms. So, it has half as much thermal energy. | Solution: The two cherry pies are made of the same material and have the same mass. So, the colder cherry pie has less thermal energy. | Hint: Two cherry pies are identical except for their temperatures."
+"Question: Complete the sentence so that it uses personification.
+The lone tumbleweed () across the desert road. | Choices: [rolled, ran] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word ran. It describes the tumbleweed as if it were an active person."
+"Question: How long is a long-distance running race? | Choices: [24 feet, 24 miles] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?
+The number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.
+There are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.
+There are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. | Solution: The better estimate for the length of a long-distance running race is 24 miles.
+24 feet is too short. | Hint: Select the better estimate."
+"Question: Using only these supplies, which question can Clarence investigate with an experiment? | Choices: [Which type of soil will cause a certain kind of tomato plant to grow the most fruit?, Does a certain kind of tomato plant grow taller when planted in a clay pot or in a plastic pot?, Which of the three types of tomato seeds sprouts the fastest?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Clarence and his classmates are growing tomato plants in the school garden. He wonders what factors affect how tomato plants grow. So, he decides to design an experiment. He has the following supplies available:
+three different types of tomato seeds
+one bag of potting soil
+five identical clay pots
+water"
+"Question: What is the mass of a dinner fork? | Choices: [2 tons, 2 pounds, 2 ounces] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a dinner fork is 2 ounces.
+2 pounds and 2 tons are both too heavy. | Hint: Select the best estimate."
+"Question: Complete the sentences.
+The Fifth Amendment talks about the rights of people who are accused of crimes. For example, anyone accused of a crime has the right to remain silent. The amendment also says that a person can () be put on trial for the same crime more than once. | Choices: [always, never, sometimes] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: civics | Skill: The Bill of Rights | Lecture: nan | Solution: The Fifth Amendment says that anyone accused of a crime has the right to remain silent. The amendment also says that a person can never be put on trial for the same crime more than once. Putting a person on trial for the same crime twice is called double jeopardy. To be in jeopardy is to be in danger of losing something, such as life or freedom. In the United States, no one can ever be put in double jeopardy. Part of the text of the Fifth Amendment is below. It never uses the phrase ""double jeopardy."" Where do you think the phrase comes from? Nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself."
+"Question: Which logical fallacy is used in the text?
+Mr. Hancock argues that we need to do more to prevent workplace injuries and fatalities. I doubt that someone so socially awkward would know a thing about office safety. | Choices: [ad hominem: a personal attack against one's opponent, straw man: a misrepresentation of an opponent's position that makes it easier to argue against] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that being socially awkward determines knowledge of workplace safety. This is a personal attack that isn't relevant to Mr. Hancock's desire to prevent workplace injuries. This illustrates a type of logical fallacy known as ad hominem."
+"Question: Select the solid. | Choices: [empty cup, wet paint, milk] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Identify solids and liquids | Lecture: Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a shape of its own.
+Some solids can be bent or broken easily. Others are hard to bend or break.
+A glass cup is a solid. A sock is also a solid.
+When matter is a liquid, it takes the shape of its container.
+Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
+Juice is a liquid. Honey is also a liquid. | Solution: nan"
+"Question: What does the verbal irony in this text suggest?
+""Someone had better turn on the heat,"" Audrey said, sweat glistening on her face. | Choices: [The temperature was too warm., The temperature was too cool.] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Someone had better turn on the heat ironically suggests that the temperature was too warm. Audrey did not think that more heat was needed; she was already sweating."
+"Question: Last year, there were seven men's clothing stores on Main Street in Washington. This year, there are only three. What probably happened to the overall supply of men's shirts in Washington? | Choices: [The supply probably went down., The supply probably went up.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down."
+"Question: Which tense does the sentence use?
+Emilia will make a healthy meal for us. | Choices: [future tense, present tense, past tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, make. The verb tells you about something that is going to happen."
+"Question: Which tense does the sentence use?
+Passengers will board the plane shortly. | Choices: [past tense, future tense, present tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, board. The verb tells you about something that is going to happen."
+"Question: Select the one substance that is not a mineral. | Choices: [Native gold is a solid. It is a pure substance., A turtle shell is made by a living thing. It is a solid., Magnetite is a pure substance. It is formed in nature.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+A turtle shell is made by a living thing. But minerals are not made by living things.
+So, a turtle shell is not a mineral.
+Native gold is a mineral.
+Magnetite is a mineral."
+"Question: Which figure of speech is used in this text?
+It's only forty miles to the ranch as the crow flies, but on the winding local roads, it takes about two hours. | Choices: [onomatopoeia, idiom] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+As the crow flies means in a straight line."
+"Question: The students start rolling their backpacks at the same speed. Which backpack is pulled with a larger force? | Choices: [a backpack carrying 5 pounds, a backpack carrying 7 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the backpack that is heavier.
+A backpack carrying 7 pounds is heavier than a backpack carrying 5 pounds. So, the backpack carrying 7 pounds needs to be pulled with a larger force to start rolling at the same speed as the other backpack. | Hint: Two students get ready to leave school. The students have the same rolling backpacks. Each student has different books in her backpack."
+"Question: Compare the motion of three bicycles. Which bicycle was moving at the lowest speed? | Choices: [a bicycle that moved 245kilometers east in 5hours, a bicycle that moved 70kilometers north in 5hours, a bicycle that moved 230kilometers north in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each bicycle moved and the time it took to move that distance. The direction each bicycle moved does not affect its speed.
+Notice that each bicycle moved for 5 hours. The bicycle that moved 70 kilometers moved the shortest distance in that time. So, that bicycle must have moved at the lowest speed."
+"Question: How long does it take to cook a turkey in the oven? | Choices: [4 seconds, 4 hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to cook a turkey in the oven is 4 hours.
+4 seconds is too fast. | Hint: Select the better estimate."
+"Question: Which is softer? | Choices: [metal trombone, nylon swim shorts] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Soft is a property. A soft material changes shape when you press on it.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the nylon swim shorts are softer. Nylon fabric changes shape when you press on it."
+"Question: Assume all other forces on Oscar are balanced. Which statement describes the forces on Oscar? | Choices: [The forces are unbalanced, so there is a net force on Oscar., The forces are balanced, so there is no net force on Oscar.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Balanced and unbalanced forces | Lecture: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
+When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
+When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | Solution: To determine if there is a net force on Oscar, look at the forces:
+Earth's gravity is pulling Oscar down with a force of 400 N.
+The diving board is pushing Oscar up with a force of 400 N.
+The forces are in opposite directions, and the forces have the same magnitude: 400 N. This means that the forces are balanced, so there is no net force on Oscar. | Hint: Oscar is standing on a diving board at the pool. Earth's gravity is pulling down on Oscar with a force of 400N. The diving board is pushing up on Oscar with a force of 400N."
+"Question: Which sentence states a fact? | Choices: [Though small, hummingbirds have the most remarkable feathers of any bird., Hummingbirds molt, or replace old feathers with new ones, once a year.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The second sentence states a fact.
+Hummingbirds molt, or replace old feathers with new ones, once a year.
+It can be proved by reading a book about hummingbirds.
+The first sentence states an opinion.
+Though small, hummingbirds have the most remarkable feathers of any bird.
+Most remarkable shows what a person believes, thinks, or feels. Another person might have a different opinion about which birds have the most remarkable feathers."
+"Question: Which closing is correct for a letter? | Choices: [Sincerely,
+Jason, sincerely,
+Jason] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: What do these two changes have in common?
+stretching a rubber band
+water evaporating from a puddle | Choices: [Both are caused by cooling., Both are caused by heating., Both are chemical changes., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Stretching a rubber band is a physical change. The rubber band gets longer. But it is still made of the same type of matter as before.
+Water evaporating from a puddle is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Water evaporating is caused by heating. But stretching a rubber band is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Rebecca,, Dear rebecca,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Rebecca is capitalized because it is a proper noun."
+"Question: Which figure of speech is used in this text?
+Although the researchers did produce statistically significant results, their sample size was small. They seemed to be slightly economical with the truth when they claimed that their study was generalizable to the greater population. | Choices: [euphemism, chiasmus] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Economical with the truth is an indirect way of indicating that someone is lying or misrepresenting the truth."
+"Question: Based on this information, what is this muskmelon plant's genotype for the fruit taste gene? | Choices: [sour fruit, Ff] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. The muskmelon plant has one allele for sour fruit (F) and one allele for sweet fruit (f). So, the plant's genotype for the fruit taste gene is Ff. | Hint: In a group of muskmelon plants, some individuals have sour fruit and others have sweet fruit. In this group, the gene for the fruit taste trait has two alleles. The allele F is for sour fruit, and the allele f is for sweet fruit.
+A certain muskmelon plant from this group has sour fruit. This plant has one allele for sour fruit and one allele for sweet fruit."
+"Question: What is the source of the allusion in the sentence below?
+Oscar's Falstaffian nature makes him stand out at a party. | Choices: [Shakespeare, Greek mythology] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Falstaffian is Shakespeare.
+Sir John Falstaff, a comical character in several of William Shakespeare's plays, is known for his cheerful sociability and sometimes off-color humor.
+The allusion Falstaffian means characterized by joviality and enjoyment of food and drink."
+"Question: Which logical fallacy is used in the text?
+Miguel must not have enjoyed the casserole, or he would have asked for a second serving. | Choices: [false dichotomy: an argument that presents only two choices when more options exist, guilt by association: a negative association intended to discredit someone or something, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that if Miguel enjoyed the casserole, then he would have eaten more. However, Miguel could have enjoyed the casserole without wanting a second serving. This illustrates a type of logical fallacy known as a false dichotomy."
+"Question: Suppose Ronald decides to eat the apples. Which result would be a cost? | Choices: [Ronald will get to eat the apples. The apples will be healthier than the banana pudding would have been., Ronald will give up the chance to eat the banana pudding. Ronald thinks banana pudding would have tasted better than apples will.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Ronald wants or needs:
+Ronald will give up the chance to eat the banana pudding. Ronald thinks banana pudding would have tasted better than apples will. | Hint: Ronald is deciding whether to eat apples or banana pudding for an afternoon snack. He would like to eat something tasty, but he is also trying to be healthier."
+"Question: Which is a simple sentence? | Choices: [Marcy dislikes radishes, so she always orders her salad without them., At the auction, several paintings by famous artists were for sale, including one by Pablo Picasso.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the simple sentence. It is a single independent clause.
+At the auction, several paintings by famous artists were for sale, including one by Pablo Picasso."
+"Question: What kind of sentence is this?
+That's the loudest siren I've ever heard! | Choices: [exclamatory, interrogative] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence."
+"Question: What information supports the conclusion that Darell acquired this trait? | Choices: [Darell is most interested in American history., Darell learned history by reading.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Darell knows a lot about history."
+"Question: Using only these supplies, which question can Elizabeth investigate with an experiment? | Choices: [Do small rocks or large rocks skip more times when thrown across the river?, Do rocks skip more times when thrown across a river or across a pond?, Do round rocks or flat rocks skip more times when thrown across the river?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Elizabeth likes to skip rocks at the river. She notices that some of the rocks she throws skip off the surface of the water many times, while others skip once and then sink. She wonders what factors affect how well rocks skip on the water. So, she decides to design an experiment. She has the following supplies available:
+10 small flat rocks
+10 large flat rocks
+access to the river by her school"
+"Question: Which logical fallacy is used in the text?
+It's so sad that Chase's chose not to go to prom. He must not have any friends. | Choices: [circular reasoning: an argument that supports a claim with the claim itself, bandwagon fallacy: the assumption that the popular choice is automatically correct, false dichotomy: an argument that presents only two choices when more options exist] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that either Chase is going to prom or he doesn't have any friends. However, Chase might have friends and just not want to go to prom. This illustrates a type of logical fallacy known as a false dichotomy."
+"Question: Select the vertebrate. | Choices: [barrel jellyfish, redback spider, sea turtle, monarch butterfly] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A monarch butterfly is an insect. Like other insects, a monarch butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.
+Like other spiders, a redback spider is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A sea turtle is a reptile. Like other reptiles, a sea turtle is a vertebrate. It has a backbone.
+Like other jellyfishes, a barrel jellyfish is an invertebrate. It does not have a backbone. It has a soft body. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Suppose Jen decides to plant the birch tree. Which result would be a cost? | Choices: [Jen will get to look at the birch tree. She thinks it will look more beautiful than the sunflowers would have looked., The birch tree will use up more space than the sunflowers would have used up.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Jen wants or needs:
+The birch tree will use up more space than the sunflowers would have used up. | Hint: Jen is deciding whether to plant sunflowers or a birch tree in her backyard. She wants to make her backyard more beautiful. But she also wants to leave space for doing fun things."
+"Question: Which correctly shows the title of a song? | Choices: [On Top of Old Smokey, ""On Top of Old Smokey""] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, or article should be in quotation marks.
+""You Are My Sunshine"" | Solution: A song should be in quotation marks.
+The correct title is ""On Top of Old Smokey."""
+"Question: What is the mass of an eraser? | Choices: [33 grams, 33 kilograms] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of an eraser is 33 grams.
+33 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: Which text uses the word disinterested in its traditional sense? | Choices: [Clare is happy with her position as class treasurer. Though she would have the support of the student council, she is disinterested in running for student body president., Clare is excellent in her position as class treasurer. She always manages to be disinterested in student council debates about the allocation of extracurricular funds.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses disinterested in its traditional sense: unbiased or impartial.
+Clare is excellent in her position as class treasurer. She always manages to be disinterested in student council debates about the allocation of extracurricular funds.
+The first text uses disinterested in its nontraditional sense: uninterested or indifferent.
+Clare is happy with her position as class treasurer. Though she would have the support of the student council, she is disinterested in running for student body president.
+Most style guides recommend to use the traditional sense of the word disinterested because it is considered more standard."
+"Question: How long does it take for a pot of water to start boiling on a hot stove? | Choices: [9 seconds, 9 minutes] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes for a pot of water to start boiling on a hot stove is 9 minutes.
+9 seconds is too fast. | Hint: Select the better estimate."
+"Question: Complete the sentence.
+The federal government has () branches. | Choices: [four, three, five, two] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: civics | Skill: Federal government | Lecture: nan | Solution: The federal government has three branches. They are called the executive, legislative, and judicial branches.
+Each branch of government has its own jobs and responsibilities. This system keeps any one part of the government from having too much power."
+"Question: Is the following trait inherited or acquired?
+Isaiah plays baseball. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play baseball. Instead, some people learn how to play baseball. Playing the sport takes practice. So, playing baseball is an acquired trait."
+"Question: Using only these supplies, which question can Cole investigate with an experiment? | Choices: [Does white sandwich bread grow visible mold in fewer days if the bread is stored inside or outside the refrigerator?, Does white sandwich bread grow visible mold in fewer days if the bread is stored in a paper bag or in a plastic bag?, Does white or whole wheat sandwich bread grow visible mold in fewer days?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Cole starts to make a sandwich, but he sees mold on the bread! He wonders what factors affect how mold grows on bread. So, he decides to design an experiment. He has the following supplies available:
+two loaves of white sandwich bread
+a small plastic bag
+a large plastic bag
+a refrigerator"
+"Question: Which word would you find on a dictionary page with the following guide words?
+navigate - nice | Choices: [noble, nervous] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since nervous is between the guide words navigate - nice, it would be found on that page."
+"Question: Suppose Elijah decides to go as a ghost. Which result would be a cost? | Choices: [Elijah will spend some time and money to get the costume., Elijah will get to wear the costume he is more excited about.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Elijah wants or needs:
+Elijah will spend some time and money to get the costume. | Hint: Elijah is deciding whether to go as a ghost or a superhero to a costume party. He would rather go as a ghost. But he already has a superhero costume."
+"Question: How long is a road from one end of a city to the other? | Choices: [5 kilometers, 5 centimeters] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?
+The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.
+There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.
+There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. | Solution: The better estimate for the length of a road from one end of a city to the other is 5 kilometers.
+5 centimeters is too short. | Hint: Select the better estimate."
+"Question: Which closing is correct for a letter? | Choices: [thank you,
+Jake, Thank you,
+Jake] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Is this a run-on sentence?
+Culture plays an important role for orcas they communicate with distinct calls and live in small, intimate groups led by older females that teach the younger orcas. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is a run-on sentence. It is formed from two sentences run together, joined without punctuation.
+Culture plays an important role for orcas they communicate with distinct calls and live in small, intimate groups led by older females that teach the younger orcas.
+Here is one way to fix the run-on sentence:
+Culture plays an important role for orcas; they communicate with distinct calls and live in small, intimate groups led by older females that teach the younger orcas."
+"Question: Which sentence states a fact? | Choices: [Of all the species of damselfish, the blue chromis is the most striking in terms of color., The vitamins in a blue chromis's diet can affect how brightly the fish's colors appear.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved by research or observation.
+Napoleon Bonaparte was shorter than King Louis XVI.
+The statement above is a fact. The statement can be proved by researching the height of each man and comparing them.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved.
+Napoleon Bonaparte was a better leader than King Louis XVI.
+The statement above is an opinion. People can have different ideas about what makes someone a ""better"" leader, so the statement cannot be proved. | Solution: The second sentence states a fact.
+The vitamins in a blue chromis's diet can affect how brightly the fish's colors appear.
+It can be proved by reading a book about tropical fish.
+The first sentence states an opinion.
+Of all the species of damselfish, the blue chromis is the most striking in terms of color.
+Most striking shows what a person believes, thinks, or feels. Another person might have a different opinion about which fish's color is most visually impressive."
+"Question: Complete the statement. Assume that the sled's mass did not change.
+The gravitational potential energy stored between the sled and Earth () as Elizabeth rode down the hill. | Choices: [decreased, stayed the same, increased] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the sled and the center of Earth changed.
+The bottom of the hill was lower than the point where Elizabeth started sledding. As Elizabeth rode toward the bottom of the hill, the distance between the sled and the center of Earth decreased. So, the gravitational potential energy stored between the sled and Earth decreased as Elizabeth rode down the hill. | Hint: Read the text about an object in motion.
+On a snowy day, Elizabeth rode her sled down a big hill."
+"Question: What information supports the conclusion that Josie inherited this trait? | Choices: [Josie's neighbor also has straight hair., Josie's biological mother often wears her straight hair in a ponytail., Josie's biological parents have red hair. Josie also has red hair.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Josie has straight hair."
+"Question: Which object has the least thermal energy? | Choices: [a 220-gram bottle of water at a temperature of 19°C, a 220-gram bottle of water at a temperature of 25°C, a 220-gram bottle of water at a temperature of 9°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: All three bottles of water have the same mass but different temperatures. Since the 9°C bottle of water is the coldest, it has the least thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Does this passage describe the weather or the climate?
+Lena enjoys the cool evening breezes that are common on summer evenings where she lives. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Lena enjoys the cool evening breezes that are common on summer evenings where she lives.
+This passage tells you about the usual wind patterns where Lena lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate."
+"Question: Using only these supplies, which question can Maddie investigate with an experiment? | Choices: [Do rocks skip more times when thrown across a river or across a pond?, Do round rocks or flat rocks skip more times when thrown across the river?, Do small rocks or large rocks skip more times when thrown across the river?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Maddie likes to skip rocks at the river. She notices that some of the rocks she throws skip off the surface of the water many times, while others skip once and then sink. She wonders what factors affect how well rocks skip on the water. So, she decides to design an experiment. She has the following supplies available:
+10 small flat rocks
+10 large flat rocks
+access to the river by her school"
+"Question: Select the one substance that is not a rock. | Choices: [A nutshell is made by a living thing. It is not a pure substance., Andesite is formed in nature. It is a solid., Shale is formed in nature. It is not made by living things.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify rocks using properties | Lecture: Rocks are made of minerals. Here are some properties of rocks:
+They are solid.
+They are formed in nature.
+They are not made by living things.
+They are not pure substances. | Solution: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.
+Shale is a rock.
+Andesite is a rock.
+A nutshell is made by a living thing. But rocks are not made by living things.
+So, a nutshell is not a rock."
+"Question: What information supports the conclusion that Steve acquired this trait? | Choices: [Steve can cook food over a fire., Steve learned how to build a fire at summer camp.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Steve knows how to build a fire."
+"Question: What do these two changes have in common?
+water freezing into ice
+dry ice sublimating and becoming a gas | Choices: [Both are only physical changes., Both are caused by cooling., Both are caused by heating., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Water freezing into ice is a change of state. So, it is a physical change. The water changes from solid to liquid. But the ice is still made of the same type of matter as the liquid water.
+Dry ice is solid carbon dioxide. When dry ice gets warm, it changes state and becomes carbon dioxide gas. This change of state, from solid to gas, is called sublimation.
+Dry ice becoming a gas is a physical change. A change of state does not form a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Dry ice sublimating is caused by heating. But water freezing into ice is not.
+Both are caused by cooling.
+Water freezing is caused by cooling. But dry ice sublimating is not."
+"Question: Which type of sentence is this?
+Students are unhappy with the new dress code requirements, and they will be discussing their grievances at the next school board meeting. | Choices: [complex, compound-complex, compound, simple] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+Students are unhappy with the new dress code requirements, and they will be discussing their grievances at the next school board meeting."
+"Question: What information supports the conclusion that Lacey inherited this trait? | Choices: [Lacey and her mother both wear their hair in braids., Lacey's parents have red hair. They passed down this trait to Lacey.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Lacey has red hair."
+"Question: What information supports the conclusion that Scarlett acquired this trait? | Choices: [Scarlett's scar was caused by an accident. She cut her arm when she fell off her bicycle., Scarlett's sister has a bruise from falling on her elbow., Scarlett's scar is on her right elbow. Her father also has a scar on his right elbow.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Scarlett has a scar on her right elbow."
+"Question: Select the solid. | Choices: [water in a glass, handsaw, air inside a soccer ball, air inside a balloon] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Identify solids, liquids, and gases | Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
+Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
+When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
+Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
+When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
+Many gases are invisible. Air is a gas. | Solution: A handsaw is a solid. A solid has a size and shape of its own. The handle of this handsaw is made of wood, and the blade is made of metal. Both wood and metal are solids.
+The air inside a soccer ball is a gas. A gas expands to fill a space. The air fills all the space inside the soccer ball. If air leaks out, it will expand into the space around the ball.
+The air inside a balloon is a gas. A gas expands to fill a space. The air inside a balloon expands to fill all the space in the balloon. If the balloon pops, the air will expand to fill a much larger space.
+The water in a glass is a liquid. A liquid takes the shape of any container it is in. If you pour water from a glass into a different container, the water will take the shape of that container. But the water will still take up the same amount of space."
+"Question: Choose the poem that has a regular rhythm, or a pattern of sound like a beat. | Choices: [I saw you toss the kites on high
+And blow the birds about the sky;
+And all around I heard you pass,
+Like ladies' skirts across the grass., You know what it is to be born alone,
+Baby tortoise!
+The first day to heave your feet little by little
+from the shell.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reading-comprehension | Skill: Identify elements of poetry | Lecture: Poetry is a special kind of writing. It has many elements that make it different from ordinary writing. Knowing these elements can help you talk about poetry, understand it better, and enjoy it more.
+A poem rhymes when it has a pattern of words that end in the same sound.
+End rhyme is when the rhymes appear at the end of a poem's lines.
+Little Betty Blue,
+Lost her holiday shoe.
+—From Mother Goose
+Internal rhyme is when at least one of the rhyming words appears inside the poem's lines.
+Sweet dreams of pleasant streams.
+—From William Blake, ""A Cradle Song""
+Rhythm is the pattern of strong and weak syllables, or stress, in a poem. You can recognize rhythm in a poem by listening to how it sounds. Poems with regular rhythm have a beat, like in music.
+He watches from his mountain walls,
+And like a thunderbolt he falls.
+—From Alfred, Lord Tennyson, ""The Eagle""
+The syllables in bold are strong. We say them with more force than the other syllables. In this poem, every weak syllable is followed by a strong syllable. Each line sounds like da-DUM da-DUM da-DUM da-DUM. To better hear the rhythm, try reading it aloud while clapping on each strong syllable.
+Free verse is when a poem has neither a regular rhythm nor a rhyme pattern.
+The old bridge has a wrinkled face.
+He bends his back
+For us to go over.
+—From Hilda Conkling, ""The Old Bridge""
+The syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.
+Repetition is when words, phrases, or whole lines are repeated.
+The dainty flying squirrel
+In vest of shining white,
+In coat of silver gray,
+And vest of shining white.
+—Adapted from Mary E. Burt, ""The Flying Squirrel""
+Alliteration is when beginning consonant sounds are repeated in words that are close together.
+Where the wild men watched and waited
+Wolves in the forest, and bears in the bush.
+—From Bayard Taylor, ""A Night with a Wolf""
+Onomatopoeia is when language sounds like what it talks about.
+Sometimes the onomatopoeia uses made-up words:
+Tlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.
+—From Alfred Noyes, ""The Highwayman""
+Sometimes the onomatopoeia uses real words:
+Hark! the honey bee is humming.
+—From Mary Howitt, ""The Voice of Spring"" | Solution: This poem has a regular rhythm, or a pattern of sound like a beat. The parts in bold show the strong syllables. The pattern is a weak syllable followed by a strong syllable. It sounds like da-DUM da-DUM.
+Like ladies' skirts across the grass. | Hint: From D. H. Lawrence, ""Baby Tortoise"" and from Robert Louis Stevenson, ""The Wind"""
+"Question: The city of Lowell has been one of the world's biggest makers of cough drops for many years. But last month, Lowell's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops? | Choices: [The supply will probably go up., The supply will probably go down.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Floods destroyed the cough drop factories in Lowell. The number of producers of cough drops went down. So, the supply of cough drops will probably go down."
+"Question: Which is a sentence fragment? | Choices: [Cleaned the cabin for Mrs. Kline's family., The bird has a sharp beak.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Cleaned the cabin for Mrs. Kline's family is a sentence fragment. It is missing a subject."
+"Question: Which figure of speech is used in this text?
+At twenty-one, Gordon felt overwhelmed with adult responsibilities and wished he could fly off to Neverland. | Choices: [onomatopoeia, allusion] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+Neverland alludes to the story of Peter Pan, a boy who lived in Neverland and never grew up."
+"Question: How long does it take to tie your shoes? | Choices: [20 seconds, 20 hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to tie your shoes is 20 seconds.
+20 hours is too slow. | Hint: Select the better estimate."
+"Question: Why do people form governments? | Choices: [to get rid of all rules, to help keep people safe, so that no one has to work] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: civics | Skill: Purpose of government | Lecture: nan | Solution: People form governments for two main reasons.
+Governments come up with laws, or rules, for a community. Laws help keep people safe. For example, traffic laws make it safer to drive.
+Laws can tell people how to work together and settle disagreements. How? Think about a team sport like soccer. The rules tell the players how to play together. For example, rules say which team should get the ball when it goes out of bounds. Laws work the same way in a community."
+"Question: Which is a compound sentence? | Choices: [Tomorrow the actors will practice their lines onstage., Our birch tree died, so Mom planted an oak tree in its place.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.
+Our birch tree died, so Mom planted an oak tree in its place."
+"Question: Would you find the word red on a dictionary page with the following guide words?
+rank - ripple | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since red is between the guide words rank - ripple, it would be found on that page."
+"Question: Which sentence is more formal? | Choices: [Spencer Electronics has a reputation for responding quickly to all customer concerns and questions., Spencer Electronics has a reputation for responding real quick to customer concerns and questions.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The second sentence is less formal. You can tell because it uses conversational language (real quick).
+The first sentence uses formal language in place of the conversational language, so it is more formal overall."
+"Question: Which closing is correct for a letter? | Choices: [Many thanks,
+Peter, Many Thanks,
+Peter] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which correctly shows the title of a song? | Choices: [""down by the Bay"", ""Down by the Bay""] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The words by and the are not important, so they should not be capitalized.
+The correct title is ""Down by the Bay."""
+"Question: Select the one animal that has all of the fish traits listed above. | Choices: [European flounders have a flat body and fins. They spend most of their time lying flat on the ocean floor. Both of their eyes are on the top of their head. European flounders have scaly skin and lay eggs with no shells., American tree sparrows have a beak and lay eggs with shells. They have dark feathers on their wings and lighter feathers on other parts of their bodies. Male tree sparrows sing songs to attract mates.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Fish have the following traits:
+They have fins, not limbs.
+They make eggs with no shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+An American tree sparrow has the following traits:
+It has feathers.
+It has wings.
+It has a beak.
+It makes eggs with shells.
+An American tree sparrow does not have all of the traits of a fish. An American tree sparrow is a bird.
+A European flounder has the following traits:
+It has fins, not limbs.
+It makes eggs with no shells.
+A European flounder has the traits of a fish. A European flounder is a fish. | Hint: Fish are a group of animals with similar traits. The following traits can be used to identify fish:
+They have fins, not limbs.
+They make eggs with no shells. Observe the animals and read the descriptions."
+"Question: Select the living thing. | Choices: [the Statue of Liberty, rain, helicopter, rosemary bush] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
+All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
+All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A rosemary bush is a living thing.
+Rosemary bushes grow and respond to their environment. They need food and water. Rosemary bushes are made up of many cells.
+Rosemary bushes are plants. They make their own food using water, carbon dioxide, and energy from sunlight.
+The Statue of Liberty is not a living thing.
+The Statue of Liberty is shaped like a person. But it does not have all the traits of a living thing. It does not grow or respond to the world around it. It does not need food or water.
+A helicopter is not a living thing.
+A helicopter does not have all the traits of a living thing. It needs energy to fly, but it does not eat food. Helicopters get energy from gasoline or other fuel. They do not grow.
+Rain is not a living thing.
+Rain is made of water. It helps living things survive. But it does not have all the traits of a living thing. Rain does not grow or need food."
+"Question: Which logical fallacy is used in the text?
+Our competitors use unhealthy sugar substitutes and artificial sweeteners. But Rev-Up Energy Drink contains one hundred percent real cane sugar to fuel your body better. | Choices: [appeal to nature: the assumption that natural things are always good, ad hominem: a personal attack against one's opponent] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Rev-Up is healthier than other energy drinks. However, even though Rev-Up contains cane sugar instead of artificial sweeteners, that doesn't necessarily mean that it's better for you. This illustrates a type of logical fallacy known as an appeal to nature."
+"Question: What kind of sentence is this?
+Does Eve prefer pizza or pasta? | Choices: [interrogative, imperative] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: Would you find the word daddy on a dictionary page with the following guide words?
+design - disease | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since daddy is not between the guide words design - disease, it would not be found on that page."
+"Question: Which logical fallacy is used in the text?
+Animals tread softly upon the earth without shoes, so all other living beings should follow suit. | Choices: [appeal to nature: the assumption that natural things are always good, false causation: the assumption that because two things happened together, one caused the other] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that people shouldn't wear shoes, because animals don't wear shoes. However, even though animals don't wear shoes, that doesn't necessarily mean that people shouldn't, either. This illustrates a type of logical fallacy known as an appeal to nature."
+"Question: Based on this information, what is Sandy's phenotype for the tail spots trait? | Choices: [a spotted tail, an unspotted tail] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Sandy's genotype for the tail spots gene is ii. Sandy's genotype of ii has only i alleles. The i allele is for an unspotted tail. So, Sandy's phenotype for the tail spots trait must be an unspotted tail.
+To check this answer, consider whether Sandy's alleles are dominant or recessive. The allele for a spotted tail (I) is dominant over the allele for an unspotted tail (i). This means I is a dominant allele, and i is a recessive allele.
+Sandy's genotype of ii has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Sandy's phenotype for the tail spots trait must be an unspotted tail. | Hint: In a group of guppies, some individuals have a spotted tail and others have an unspotted tail. In this group, the gene for the tail spots trait has two alleles. The allele for a spotted tail (I) is dominant over the allele for an unspotted tail (i).
+Sandy is a guppy from this group. Sandy has the homozygous genotype ii for the tail spots gene."
+"Question: What information supports the conclusion that Hector inherited this trait? | Choices: [Hector's mother has blue eyes. She passed this trait down to Hector., Hector likes to wear a blue sweater to match his blue eyes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Hector has blue eyes."
+"Question: Select the vertebrate. | Choices: [golden frog, Caribbean reef octopus, honey bee, weaver ant] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A golden frog is an amphibian. Like other amphibians, a golden frog is a vertebrate. It has a backbone.
+A weaver ant is an insect. Like other insects, a weaver ant is an invertebrate. It does not have a backbone. It has an exoskeleton.
+Like other octopuses, a Caribbean reef octopus is an invertebrate. It does not have a backbone. It has a soft body.
+A honey bee is an insect. Like other insects, a honey bee is an invertebrate. It does not have a backbone. It has an exoskeleton. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Select the vertebrate. | Choices: [trapdoor spider, nautilus, red-headed poison frog, golden orb-weaver] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A nautilus is a mollusk. Like other mollusks, a nautilus is an invertebrate. It does not have a backbone.
+Like other spiders, a golden orb-weaver is an invertebrate. It does not have a backbone. It has an exoskeleton.
+Like other spiders, a trapdoor spider is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A red-headed poison frog is an amphibian. Like other amphibians, a red-headed poison frog is a vertebrate. It has a backbone. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Which correctly shows the title of a book? | Choices: [Starry River of the Sky, Starry river of the Sky] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The words of and the are not important, so they should not be capitalized.
+The correct title is Starry River of the Sky."
+"Question: Which is scratchier? | Choices: [wood bat, burlap sack] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Scratchy is a property. A scratchy material is rough and itchy against your skin.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the burlap sack is scratchier. If you touch burlap, it will feel rough and itchy."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Jim plans to travel around Europe with his brother after he graduates., After Jim graduates, he plans to travel around Europe with his brother.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: pronouns | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun he could refer to Jim or his brother.
+Jim plans to travel around Europe with his brother after he graduates.
+The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+After Jim graduates, he plans to travel around Europe with his brother."
+"Question: Select the vertebrate. | Choices: [bumble bee, orb weaver, earthworm, penguin] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A penguin is a bird. Like other birds, a penguin is a vertebrate. It has a backbone.
+Like other spiders, an orb weaver is an invertebrate. It does not have a backbone. It has an exoskeleton.
+An earthworm is a worm. Like other worms, an earthworm is an invertebrate. It does not have a backbone. It has a soft body.
+A bumble bee is an insect. Like other insects, a bumble bee is an invertebrate. It does not have a backbone. It has an exoskeleton. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Which is a complex sentence? | Choices: [Because the leaves blocked the intense sun, it was cool underneath the forest canopy., Her dog happily fetched his tennis ball from the muddy puddle and eagerly waited for her to throw it again.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction because.
+Because the leaves blocked the intense sun, it was cool underneath the forest canopy."
+"Question: Is the following trait inherited or acquired?
+Jackson has a scar on his left elbow. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: Compare the motion of three cars. Which car was moving at the highest speed? | Choices: [a car that moved 150kilometers south in 5hours, a car that moved 330kilometers east in 5hours, a car that moved 250kilometers north in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. | Solution: Look at the distance each car moved and the time it took to move that distance. The direction each car moved does not affect its speed.
+Notice that each car moved for 5 hours. The car that moved 330 kilometers moved the farthest distance in that time. So, that car must have moved at the highest speed."
+"Question: What do these two changes have in common?
+plants making food from sunlight, air, and water
+cooking a pancake | Choices: [Both are only physical changes., Both are chemical changes., Both are caused by heating., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Plants making food is a chemical change. Plants use energy from sunlight to change air and water into food. The food is sugar. Sugar is a different type of matter than air or water.
+Cooking a pancake is a chemical change. Pancakes are made from pancake batter. A cooked pancake is a different type of matter than pancake batter. Pancake batter is wet and slippery. Cooked pancakes are fluffy and can be good to eat!
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Cooking is caused by heating. But plants making food is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Based on this information, what is Jack's genotype for the leg color gene? | Choices: [ll, yellow legs] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Jack has two alleles for yellow legs (l). So, Jack's genotype for the leg color gene is ll. | Hint: In a group of chickens, some individuals have white legs and others have yellow legs. In this group, the gene for the leg color trait has two alleles. The allele L is for white legs, and the allele l is for yellow legs.
+Jack, a chicken from this group, has yellow legs. Jack has two alleles for yellow legs."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Mrs. Joyce,, Dear Mrs. joyce,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Mrs. Joyce is capitalized because it is a proper noun."
+"Question: Would you find the word hasten on a dictionary page with the following guide words?
+hearth - hiss | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since hasten is not between the guide words hearth - hiss, it would not be found on that page."
+"Question: Which word would you find on a dictionary page with the following guide words?
+copper - cure | Choices: [chair, crush] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since crush is between the guide words copper - cure, it would be found on that page."
+"Question: Is the following trait inherited or acquired?
+Haley can drive a car. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Humans are not born knowing how to drive a car. Instead, many people learn how to drive when they are older. So, driving is an acquired trait. | Hint: Hint: Driving well takes practice."
+"Question: Using only these supplies, which question can Zoe investigate with an experiment? | Choices: [Does a rubber inner tube sled go faster down a small hill or down a big hill?, Does a plastic sled or a wooden sled go down a hill faster?, Does a rubber inner tube sled or a plastic sled go faster down a hill?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Zoe is sledding with her friends. She notices that some of them go faster down the sledding hill. She wonders what factors affect sledding speed. So, she decides to design an experiment. She has the following supplies available:
+access to a small snow-covered hill at the park
+a small plastic sled
+a large plastic sled
+a rubber inner tube sled
+a stopwatch"
+"Question: Which of the following contains a vague pronoun reference? | Choices: [The Hardings make delicious pies; Julia was delighted to find them at the farmers' market., Julia was delighted to find the Hardings' delicious pies at the farmers' market.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun them could refer to the Hardings or delicious pies.
+The Hardings make delicious pies; Julia was delighted to find them at the farmers' market.
+The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Julia was delighted to find the Hardings' delicious pies at the farmers' market."
+"Question: Is this a run-on sentence?
+Coconut crabs are the largest terrestrial arthropods on the planet they can weigh up to nine pounds and grow to be up to three feet across. | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is a run-on sentence. It is formed from two sentences run together, joined without punctuation.
+Coconut crabs are the largest terrestrial arthropods on the planet they can weigh up to nine pounds and grow to be up to three feet across.
+Here is one way to fix the run-on sentence:
+Coconut crabs are the largest terrestrial arthropods on the planet; they can weigh up to nine pounds and grow to be up to three feet across."
+"Question: What is the source of the allusion in the sentence below?
+The swordsman achieved a Pyrrhic victory. | Choices: [Greek history, a fairy tale] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Pyrrhic victory is Greek history.
+Pyrrhus was an ancient Greek king who won a battle but suffered very heavy losses.
+The allusion Pyrrhic victory means a success that comes at a huge cost."
+"Question: What does the metaphor in this text suggest?
+When Jaden lost his job, he was devastated. The only light in the sea of darkness was the prospect of pursuing a new career. | Choices: [There was a benefit to Jaden's job loss., Jaden felt in the dark about what to do after losing his job.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town. | Solution: The text uses a metaphor, comparing two things that are not actually alike without using like or as.
+The metaphor the only light in the sea of darkness was the prospect of pursuing a new career suggests that there was a benefit to Jaden's job loss. A light would be beneficial in helping someone escape a dark, difficult-to-navigate situation. Similarly, Jaden's new career was beneficial in helping him escape the emotionally difficult experience of losing his job."
+"Question: Which figure of speech is used in this text?
+Natalie's phone slipped out of her pocket, landing in the toilet with a plop. | Choices: [idiom, onomatopoeia] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses onomatopoeia, a word that expresses a sound.
+Plop represents the sound of the phone landing in the toilet."
+"Question: Which text uses the word nauseous in its traditional sense? | Choices: [Everyone seemed to enjoy the magnolia-scented candle, but it made Oscar feel rather nauseous., Everyone seemed to enjoy the magnolia-scented candle, but Oscar found the smell rather nauseous.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses nauseous in its traditional sense: causing disgust or nausea.
+Everyone seemed to enjoy the magnolia-scented candle, but Oscar found the smell rather nauseous.
+The second text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.
+Everyone seemed to enjoy the magnolia-scented candle, but it made Oscar feel rather nauseous.
+Most style guides recommend to use the traditional sense of the word nauseous because it is considered more standard."
+"Question: Which is a run-on sentence? | Choices: [The child chews her food carefully., We wanted a snack, we ate some cherries.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: We wanted a snack, we ate some cherries is a run-on sentence. It has two sentences that are joined by just a comma: We wanted a snack and We ate some cherries."
+"Question: Suppose Grayson decides to make tomato soup. Which result would be a cost? | Choices: [Grayson will save some time. The egg drop soup would have taken longer to make than the tomato soup., Grayson will give up the chance to eat the egg drop soup, which would have been tastier than the tomato soup.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Grayson wants or needs:
+Grayson will give up the chance to eat the egg drop soup, which would have been tastier than the tomato soup. | Hint: Grayson is deciding whether to make egg drop soup or tomato soup for dinner. He wants dinner to be as tasty as possible. But he is also hungry and wants to eat soon."
+"Question: Select the reptile. | Choices: [cane toad, ocean sunfish, western gorilla, cobra] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Reptiles have scaly, waterproof skin. Most reptiles live on land. | Solution: A western gorilla is a mammal. It has fur and feeds its young milk.
+Gorillas live in groups called troops. The largest male in the troop is usually the leader.
+An ocean sunfish is a fish. It lives underwater. It has fins, not limbs.
+Ocean sunfish have a flat body and wide fins. They sometimes swim to the ocean's surface to rest in the sun.
+A cobra is a reptile. It has scaly, waterproof skin.
+Most cobras have a wide, flat hood below their head. A cobra can display its hood to scare away a predator.
+A cane toad is an amphibian. It has moist skin and begins its life in water.
+Toads do not have teeth! They swallow their food whole."
+"Question: Would you find the word lower on a dictionary page with the following guide words?
+length - lid | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since lower is not between the guide words length - lid, it would not be found on that page."
+"Question: What kind of sentence is this?
+Bonnie gave me flowers for no reason. | Choices: [declarative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, and it ends with a period. It is a declarative sentence."
+"Question: Which text uses the word random in its traditional sense? | Choices: [At the grocery store, Rosanne hastily grabbed fruits and vegetables at random, filling her shopping cart with a hodgepodge of food., Rosanne made a random trip to the grocery store, though her kitchen was already stocked with a hodgepodge of food.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses random in its traditional sense: made or occurring without a definite pattern.
+At the grocery store, Rosanne hastily grabbed fruits and vegetables at random, filling her shopping cart with a hodgepodge of food.
+The second text uses random in its nontraditional sense: odd or out of place.
+Rosanne made a random trip to the grocery store, though her kitchen was already stocked with a hodgepodge of food.
+Most style guides recommend to avoid using the nontraditional sense of the word random because it is generally considered incorrect."
+"Question: Which would smell more? | Choices: [silver ring, soap bar] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Smelly is a property. A smelly material has a strong smell.
+Look at each picture, one at a time. Imagine smelling the material shown in each picture.
+Of the choices, the soap bar would smell more. A bar of soap has a strong smell."
+"Question: Which word would you find on a dictionary page with the following guide words?
+decorate - dynamite | Choices: [dawn, diesel] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since diesel is between the guide words decorate - dynamite, it would be found on that page."
+"Question: Which is the scratchiest? | Choices: [nylon shorts, asphalt road, paper tissue] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Scratchy is a property. A scratchy material is rough and itchy against your skin.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the asphalt road is the scratchiest. If you touch an asphalt road, it will feel rough and itchy."
+"Question: Which is a simple sentence? | Choices: [Bears eat honeybees, and some birds eat them, too., Tomorrow the price of gas may go up.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the simple sentence. It has one subject and predicate.
+Tomorrow the price of gas may go up."
+"Question: Based on this information, what is Walker's phenotype for the horns trait? | Choices: [having horns, not having horns] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Walker's genotype for the horns gene is hh. Walker's genotype of hh has only h alleles. The h allele is for having horns. So, Walker's phenotype for the horns trait must be having horns.
+To check this answer, consider whether Walker's alleles are dominant or recessive. The allele for having horns (h) is recessive to the allele for not having horns (H). This means H is a dominant allele, and h is a recessive allele.
+Walker's genotype of hh has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Walker's phenotype for the horns trait must be having horns. | Hint: In a group of cows, some individuals have horns and others do not. In this group, the gene for the horns trait has two alleles. The allele for having horns (h) is recessive to the allele for not having horns (H).
+Walker is a cow from this group. Walker has the homozygous genotype hh for the horns gene."
+"Question: Is the following statement true or false?
+The cytoplasm of a plant cell is made mostly of water. | Choices: [true, false] | Task: true-or false | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Cell part functions: true or false | Lecture: nan | Solution: The cytoplasm of a plant cell is made mostly of water.
+This statement is true. All cells have cytoplasm. The cytoplasm has many cell parts inside it, but it is made mostly of water."
+"Question: What is the volume of a jar of baby food? | Choices: [4 cups, 4 fluid ounces, 4 gallons] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a jar of baby food is 4 fluid ounces.
+4 cups and 4 gallons are both too much. | Hint: Select the best estimate."
+"Question: Which word would you find on a dictionary page with the following guide words?
+shadow - swollen | Choices: [scarf, stall] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since stall is between the guide words shadow - swollen, it would be found on that page."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Rachel said that she couldn't go to the film festival with her sister because of final exams., Rachel told her sister that she couldn't go to the film festival because of final exams.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun she could refer to Rachel or her sister.
+Rachel told her sister that she couldn't go to the film festival because of final exams.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Rachel said that she couldn't go to the film festival with her sister because of final exams."
+"Question: Which object has more thermal energy? | Choices: [a 5-kilogram block of copper at a temperature of 95°C, a 5-kilogram block of copper at a temperature of 50°C] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two blocks of copper have the same mass but different temperatures. Since the 95°C block is hotter than the 50°C block, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Assume all other forces on Barbara are balanced. Which statement describes the forces on Barbara? | Choices: [The forces are balanced, so there is no net force on Barbara., The forces are unbalanced, so there is a net force on Barbara.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Balanced and unbalanced forces | Lecture: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
+When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
+When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | Solution: To determine if there is a net force on Barbara, look at the forces:
+Earth's gravity is pulling Barbara down with a force of 600 N.
+The seat of the cart is pushing Barbara up with a force of 1,200 N.
+The forces are in opposite directions, and the forces have different magnitudes: 600 N and 1,200 N. This means that the forces are unbalanced, so there is a net force on Barbara. | Hint: Barbara is sitting on a roller coaster cart as it reaches the bottom of a big loop. Earth's gravity is pulling down on Barbara with a force of 600N. The seat of the cart is pushing up on Barbara with a force of 1,200N."
+"Question: Using only these supplies, which question can Ariana investigate with an experiment? | Choices: [Do squash plants grow larger if the seeds are planted in small pots or in large pots?, If squash seeds and tomato seeds are planted with compost, which type of plant grows larger?, Do squash plants grow larger if the seeds are planted with compost or without compost?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Ariana has a small vegetable garden, which includes a compost pile of food scraps. She notices that some of the squash plants growing next to the compost pile grow differently than squash plants that are farther away. She wonders what factors affect how her squash plants grow. So, she decides to design an experiment. She has the following supplies available:
+one type of squash seeds
+four large clay pots
+soil
+a compost pile
+water"
+"Question: Which closing is correct for a letter? | Choices: [Best wishes,
+Marie, Best Wishes,
+Marie] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Answer the riddle.
+I am round.
+You need me to see.
+I may be blue, green, or brown.
+What am I? | Choices: [an eye, a head] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: vocabulary | Skill: What am I? | Lecture: nan | Solution: An eye is round.
+You need an eye to see.
+An eye may be blue, green, or brown."
+"Question: Which figure of speech is used in this text?
+""This box weighs a ton!"" Fernando panted. ""Allie, would you mind helping me carry it up the stairs?"" | Choices: [hyperbole, chiasmus] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+A ton is an exaggeration, since it would be impossible for one or two people to carry a box that weighed a ton, or 2000 pounds."
+"Question: Based on this information, what is Lottie's phenotype for the fur length trait? | Choices: [long fur, ff] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Lottie's observable version of the fur length trait is long fur. So, Lottie's phenotype for the fur length trait is long fur. | Hint: In a group of Syrian hamsters, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele F is for short fur, and the allele f is for long fur.
+Lottie, a Syrian hamster from this group, has long fur. Lottie has two alleles for long fur."
+"Question: What is the source of the allusion in the sentence below?
+Brody got off the mountain by the skin of his teeth. | Choices: [the Bible, U.S. history] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion by the skin of his teeth is the Bible.
+In the Bible, Job complains to God about his hardships, saying that both strangers and those he loves have turned against him. He says, ""My bone cleaveth to my skin and to my flesh, and I am escaped with the skin of my teeth."" Scholars have long debated the exact meaning of the phrase, but many claim that Job is saying that he narrowly escaped death.
+The allusion by the skin of his teeth means just barely."
+"Question: Based on this information, what is Boxer's phenotype for the coat pattern trait? | Choices: [solid coloring, white spots] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine Boxer's phenotype for the coat pattern trait. First, consider the alleles in Boxer's genotype for the coat pattern gene. Then, decide whether these alleles are dominant or recessive.
+The allele for solid coloring (A) is dominant over the allele for white spots (a). This means A is a dominant allele, and a is a recessive allele.
+Boxer's genotype of Aa has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Boxer's phenotype for the coat pattern trait must be solid coloring. | Hint: In a group of cows, some individuals have solid coloring and others have white spots. In this group, the gene for the coat pattern trait has two alleles. The allele for solid coloring (A) is dominant over the allele for white spots (a).
+Boxer is a cow from this group. Boxer has the heterozygous genotype Aa for the coat pattern gene."
+"Question: Which online professional profile is more formal? | Choices: [Sales professional with strong interpersonal skills., Sales pro who can really sell and is great with people.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second online professional profile is more formal. It uses more elevated language (sales professional, strong interpersonal skills). The other professional profile uses imprecise language (really) and abbreviations (sales pro)."
+"Question: Select the living thing. | Choices: [clownfish, beach ball, helicopter, bracelet] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
+All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
+All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A helicopter is not a living thing.
+A helicopter does not have all the traits of a living thing. It needs energy to fly, but it does not eat food. Helicopters get energy from gasoline or other fuel. They do not grow.
+A beach ball is not a living thing.
+Beach balls do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
+A bracelet is not a living thing.
+Bracelets do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
+A clownfish is a living thing.
+Clownfishes grow and respond to their environment. They need food and water. Clownfishes are made up of many cells."
+"Question: Using only these supplies, which question can Molly investigate with an experiment? | Choices: [Does a cell phone charge faster when plugged into a wall outlet or into a computer?, Does a tablet charge faster with a two-foot-long charging cable or a five-foot-long charging cable?, Does a cell phone charge more quickly when it is turned on or when it is turned off?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Molly notices that her cell phone charges more quickly sometimes and more slowly other times. She wonders what factors affect how quickly a phone charges. So, she decides to design an experiment. She has the following supplies available:
+one cell phone
+a two-foot-long charging cable
+a five-foot-long charging cable
+a stopwatch
+a wall outlet"
+"Question: Select the animal that does not have a backbone. | Choices: [painted stork, grasshopper] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A grasshopper is an insect. Like other insects, a grasshopper does not have a backbone. It has a hard outer cover.
+A painted stork is a bird. Like other birds, a painted stork has a backbone. | Hint: Hint: Insects, spiders, and worms do not have backbones."
+"Question: Select the vertebrate. | Choices: [redback spider, curlyhair tarantula, harbor seal, honey bee] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: Like other spiders, a redback spider is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A honey bee is an insect. Like other insects, a honey bee is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A harbor seal is a mammal. Like other mammals, a harbor seal is a vertebrate. It has a backbone.
+Like other tarantulas, a curlyhair tarantula is an invertebrate. It does not have a backbone. It has an exoskeleton. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Complete the paragraph.
+A volcano is a (). Volcanoes can erupt. During a volcanic eruption, melted rock () the ground. | Choices: [fire below Earth's surface . . . turns solid below, hole in Earth's surface . . . comes out of, type of melted rock . . . flows into] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: literacy-in-science | Skill: Changes to Earth's surface: volcanic eruptions | Lecture: nan | Solution: A volcano is a hole in the ground. During a volcanic eruption, melted rock comes out of the ground through a volcano."
+"Question: Which figure of speech is used in this text?
+All the joy the world contains
+Has come through wishing happiness for others.
+All the misery the world contains
+Has come through wanting pleasure for oneself.
+—Shantideva, The Way of the Bodhisattva | Choices: [understatement, antithesis] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses antithesis, the contrasting of opposing ideas within a parallel grammatical structure.
+Shantideva contrasts two parallel phrases, all the joy the world contains and all the misery the world contains."
+"Question: How long is a long-distance running race? | Choices: [22 kilometers, 22 meters, 22 millimeters, 22 centimeters] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a long-distance running race is 22 kilometers.
+22 millimeters, 22 centimeters, and 22 meters are all too short. | Hint: Select the best estimate."
+"Question: Which tense does the sentence use?
+Mr. Johnson signed his name on the letter. | Choices: [future tense, past tense, present tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, signed. The verb ends in -ed and tells you about something that has already happened."
+"Question: Select the animal that has a backbone. | Choices: [grasshopper, sea eagle] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A sea eagle is a bird. Like other birds, a sea eagle has a backbone.
+A grasshopper is an insect. Like other insects, a grasshopper does not have a backbone. It has a hard outer cover. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones."
+"Question: Complete the sentence.
+A rock heating up in a campfire is a (). | Choices: [physical change, chemical change] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+A change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. | Solution: A rock heating up in a campfire is a physical change. The temperature of the rock goes up, but the rock is still made of the same type of matter."
+"Question: Which tense does the sentence use?
+Julia and Sofia race down the hill. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, race. The verb tells you about something that is true or happening now."
+"Question: What is the source of the allusion in the sentence below?
+""Trisha is such a Pollyanna!"" Kendrick announced with a sigh. | Choices: [British history, literature] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Pollyanna is literature.
+The character Pollyanna, from Eleanor Porter's children's book, is a young girl who finds good in everything and everyone.
+The allusion Pollyanna means an overly optimistic person."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Bruce felt better about collaborating on the research project after Ted talked with him about it., After Ted talked with Bruce about the research project, he felt better about collaborating on it.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun he could refer to Ted or Bruce.
+After Ted talked with Bruce about the research project, he felt better about collaborating on it.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Bruce felt better about collaborating on the research project after Ted talked with him about it."
+"Question: Which word would you find on a dictionary page with the following guide words?
+already - anchor | Choices: [amuse, artist] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since amuse is between the guide words already - anchor, it would be found on that page."
+"Question: Using only these supplies, which question can Jennifer investigate with an experiment? | Choices: [When wrapped in a cotton shirt and placed in the sun, does a large jar or a small jar heat up more?, When placed in the sun, does a glass jar wrapped in a black cotton shirt heat up more than a glass jar wrapped in a white cotton shirt?, When placed in the sun, does a glass jar wrapped in cotton heat up more than a glass jar wrapped in wool?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Jennifer is outside with her friend on a sunny day. Jennifer is wearing a light-colored shirt, and she notices that she feels colder than her friend, who is wearing a dark shirt. She wonders what factors affect how fabric warms an object. So, she decides to design an experiment. She has the following supplies available:
+a black cotton shirt
+a white cotton shirt
+two identical empty glass jars
+two thermometers"
+"Question: What information supports the conclusion that Julia inherited this trait? | Choices: [Julia and her mother both wear their hair in braids., Julia's parents have red hair. They passed down this trait to Julia.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Julia has red hair."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Olivia took the memory card out of the digital camera and put the card in her desk drawer., Olivia took the memory card out of the digital camera and put it in her desk drawer.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun it could refer to the memory card or the digital camera.
+The first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the card.
+Olivia took the memory card out of the digital camera and put the card in her desk drawer."
+"Question: Which object has the most thermal energy? | Choices: [an orange at a temperature of 93°F, an orange at a temperature of 66°F, an orange at a temperature of 68°F] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three oranges have the same mass but different temperatures. Since the 93°F orange is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Is the following trait inherited or acquired?
+Diana has a scar on her left hand. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait."
+"Question: Which logical fallacy is used in the text?
+Stacy has no school spirit—she never comes to any of our football games. | Choices: [guilt by association: a negative association intended to discredit someone or something, false dichotomy: an argument that presents only two choices when more options exist] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Stacy doesn't have school spirit, because she doesn't go to football games. However, there may be a number of reasons why Stacy doesn't go to football games. This illustrates a type of logical fallacy known as a false dichotomy."
+"Question: What is the volume of a large soup pot? | Choices: [5 liters, 5 milliliters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a large soup pot is 5 liters.
+5 milliliters is too little. | Hint: Select the better estimate."
+"Question: What does the idiom in this text suggest?
+In such an unfamiliar environment, Nick was a fish out of water. | Choices: [Nick felt out of place., Nick had not visited that location before.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom a fish out of water suggests that Nick felt out of place. A fish out of water is someone out of his or her usual, comfortable environment."
+"Question: What is the source of the allusion in the sentence below?
+Brennan's recent behavior made his parents begin to see his friend Edgar as some sort of Svengali. | Choices: [literature, modern history] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Svengali is literature.
+In George du Maurier's novel Trilby, Svengali is a hypnotist who exerts such power over the central character that she is suddenly able to sing, which she was unable to do before.
+The allusion Svengali means a person with an unduly strong influence over someone else."
+"Question: What information supports the conclusion that Josie inherited this trait? | Choices: [Josie and her mother both have short hair., Josie's parents were born with wavy hair. They passed down this trait to Josie.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Josie has wavy hair."
+"Question: Based on this information, what is this Nile tilapia fish's phenotype for the body color trait? | Choices: [bb, a pink body] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. The Nile tilapia fish's observable version of the body color trait is a pink body. So, the fish's phenotype for the body color trait is a pink body. | Hint: In a group of Nile tilapia fish, some individuals have a greenish-brown body and others have a pink body. In this group, the gene for the body color trait has two alleles. The allele B is for a greenish-brown body, and the allele b is for a pink body.
+A certain Nile tilapia fish from this group has a pink body. This fish has two alleles for a pink body."
+"Question: Which figure of speech is used in this text?
+The hum of the computer concerned Oscar. Was the problem with the power supply or the hard drive? | Choices: [onomatopoeia, metaphor] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses onomatopoeia, a word that expresses a sound.
+Hum represents the sound the computer was making."
+"Question: Which text uses the word literally in its traditional sense? | Choices: [The curry that the chef prepared was so spicy that Victor literally had to drink three glasses of milk to ease the pain., The curry that the chef prepared was so spicy that Victor's mouth was literally on fire by the time he finished his meal.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses literally in its traditional sense: in a factual, non-exaggerated way.
+The curry that the chef prepared was so spicy that Victor literally had to drink three glasses of milk to ease the pain.
+The first text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). Victor's mouth may be in pain, but it is not actually on fire.
+The curry that the chef prepared was so spicy that Victor's mouth was literally on fire by the time he finished his meal.
+Most style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect."
+"Question: Which figure of speech is used in this text?
+After the stock market crash, many people's financial futures went into free fall. | Choices: [alliteration, simile] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses alliteration, the repetition of sounds at the beginning of nearby words.
+Financial futures went into free fall repeats the f sound."
+"Question: Using only these supplies, which question can Nicole investigate with an experiment? | Choices: [Which type of sunflower grows more leaves?, Do sunflowers grow taller if they are planted in planter boxes or in pots?, Do sunflowers grow bigger in sunny planter boxes or in shady planter boxes?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Nicole wants to grow sunflowers in her backyard garden. She notices that some sunflowers grow much taller than others. She is curious about what factors affect how sunflowers grow. So, she decides to design an experiment. She has the following supplies available:
+seeds from one type of sunflower
+soil
+one wooden planter box in the sun
+one wooden planter box in the shade
+one plastic planter box in the sun
+water"
+"Question: Based on this information, what is Dolly's genotype for the myotonia congenita gene? | Choices: [having myotonia congenita, Mm] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Dolly has one allele for having myotonia congenita (M) and one allele for not having myotonia congenita (m). So, Dolly's genotype for the myotonia congenita gene is Mm. | Hint: This passage describes the myotonia congenita trait in goats:
+
+In a group of goats, some individuals have myotonia congenita and others do not. In this group, the gene for the myotonia congenita trait has two alleles. The allele M is for having myotonia congenita, and the allele m is for not having myotonia congenita.
+Dolly, a goat from this group, has myotonia congenita. Dolly has one allele for having myotonia congenita and one allele for not having myotonia congenita."
+"Question: How long does it take to knit a scarf? | Choices: [8 minutes, 8 hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to knit a scarf is 8 hours.
+8 minutes is too fast. | Hint: Select the better estimate."
+"Question: Which word does not rhyme? | Choices: [haze, spot, maze] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the ip sound.
+The words lake and make rhyme. They both end with the ake sound.
+The words tip and lake don't rhyme. They end with different sounds. | Solution: The words haze and maze rhyme. They both end with the aze sound.
+The word spot does not rhyme. It ends with a different sound."
+"Question: Read the following text from a student essay. How can the writer best improve his or her ideas and development?
+Why is smoking cigarettes bad for your health? Cigarettes contain poisonous substances like carbon monoxide and tar, which can harm every part of your body. Smoking causes heart disease and damages your blood vessels. Eating a diet high in fat, sugar, and salt can also lead to heart disease. A lack of exercise contributes to heart disease, too. Smoking damages your lungs and can cause breathing problems or lung cancer. In fact, it can cause cancer in any organ in your body. | Choices: [by focusing on one main idea, by stating the main idea clearly] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: When you review a fellow student's writing, try to make your feedback clear and specific. You can use questions such as the following to guide your feedback:
+Ideas and development: Does the writer express a clear main idea and develop it with evidence, examples, and analysis?
+Organization: Does the writer order ideas in a clear, logical way so that the ideas build on one another and are easy to follow?
+Sentence fluency: Do the writer's sentences vary in structure and length, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely, avoiding excessive repetition or inappropriate language to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer use accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her ideas and development by focusing on one main idea.
+For example, the writer could remove the underlined text to focus only on the reasons why smoking cigarettes is bad for your health.
+Why is smoking cigarettes bad for your health? Cigarettes contain poisonous substances like carbon monoxide and tar, which can harm every part of your body. Smoking causes heart disease and damages your blood vessels. Eating a diet high in fat, sugar, and salt can also lead to heart disease. A lack of exercise contributes to heart disease, too. Smoking damages your lungs and can cause breathing problems or lung cancer. In fact, it can cause cancer in any organ in your body."
+"Question: Which logical fallacy is used in the text?
+That candidate argues that we should install parking meters downtown and start charging people to park there. How could any sensible person argue that eliminating parking downtown is going to help this city? | Choices: [slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, bandwagon fallacy: the assumption that the popular choice is automatically correct, straw man: a misrepresentation of an opponent's position that makes it easier to argue against] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that the candidate wants to eliminate parking downtown. However, this misrepresents the candidate's argument. The candidate argues that he wants to charge people to park downtown, not eliminate parking. This illustrates a type of logical fallacy known as a straw man."
+"Question: Is the following trait inherited or acquired?
+Kendrick has naturally black hair. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Humans do not choose their natural hair color. Some people dye their hair. But this does not change their natural hair color.
+Children get their natural hair color from their parents. So, Kendrick's hair color is an inherited trait."
+"Question: Which logical fallacy is used in the text?
+Every major league baseball player hits with a wooden bat. So, to improve my hitting, I've switched from an aluminum bat to a wooden one. | Choices: [straw man: a misrepresentation of an opponent's position that makes it easier to argue against, false causation: the assumption that because two things happened together, one caused the other, circular reasoning: an argument that supports a claim with the claim itself] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that because professional baseball players hit with a wooden bat, the speaker thinks her hitting will improve if she switches to a wooden bat. However, this is not necessarily true. Professional baseball players hit with a wooden bat because it's required by the rules of professional baseball. So, they aren't professional players because they use a wooden bat. Rather, they use a wooden bat because they're professional players. This illustrates a type of logical fallacy known as false causation."
+"Question: Is the following trait inherited or acquired?
+Becky has a scar on her right knee. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: What information supports the conclusion that Ellen acquired this trait? | Choices: [Ellen and her father play the cello together., Ellen learned how to play the cello in music class., Ellen knows how to polish her cello.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Ellen can play the cello."
+"Question: Compare the motion of three geese. Which goose was moving at the lowest speed? | Choices: [a goose that moved 210miles south in 5hours, a goose that moved 285miles north in 5hours, a goose that moved 435miles west in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each goose moved and the time it took to move that distance. The direction each goose moved does not affect its speed.
+Notice that each goose moved for 5 hours. The goose that moved 210 miles moved the shortest distance in that time. So, that goose must have moved at the lowest speed."
+"Question: Select the animal that has a backbone. | Choices: [gray tree frog, curlyhair tarantula] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A gray tree frog is an amphibian. Like other amphibians, a gray tree frog has a backbone.
+Like other tarantulas, a curlyhair tarantula does not have a backbone. It has a hard outer cover. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones."
+"Question: What information supports the conclusion that Trent acquired this trait? | Choices: [Trent's neighbor taught him how to repair a kite., Trent likes to fly a kite with his younger brother., Trent's friend taught him how to fly a kite.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Trent knows how to fly a kite."
+"Question: Select the one animal that has all of the fish traits listed above. | Choices: [Goldfish hatch from eggs with no shells and have scaly skin. They are popular as pets in many countries today. They were first kept as pets by people in ancient China. Goldfish have fins and live underwater., Greater flameback woodpeckers have feathers and two wings. They use their strong beaks to make holes in trees. The woodpeckers use these holes as nests for their eggs, which have white shells.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Fish have the following traits:
+They have fins, not limbs.
+They make eggs with no shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A goldfish has the following traits:
+It has fins, not limbs.
+It makes eggs with no shells.
+A goldfish has the traits of a fish. A goldfish is a fish.
+A greater flameback woodpecker has the following traits:
+It has feathers.
+It has wings.
+It has a beak.
+It makes eggs with shells.
+A greater flameback woodpecker does not have all of the traits of a fish. A greater flameback woodpecker is a bird. | Hint: Fish are a group of animals with similar traits. The following traits can be used to identify fish:
+They have fins, not limbs.
+They make eggs with no shells. Observe the animals and read the descriptions."
+"Question: Which tense does the sentence use?
+Akiko teaches Lindsey about customs in Japan. | Choices: [present tense, past tense, future tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, teaches. The verb ends in -es and tells you about something that is true or happening now."
+"Question: Which text uses the word nauseous in its traditional sense? | Choices: [The odor emanating from the landfill made Scarlett so nauseous that she had to roll up the car windows as she drove past., Scarlett couldn't tolerate the nauseous odor emanating from the landfill, so she rolled up her car windows as she drove past.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses nauseous in its traditional sense: causing disgust or nausea.
+Scarlett couldn't tolerate the nauseous odor emanating from the landfill, so she rolled up her car windows as she drove past.
+The second text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.
+The odor emanating from the landfill made Scarlett so nauseous that she had to roll up the car windows as she drove past.
+Most style guides recommend to use the traditional sense of the word nauseous because it is considered more standard."
+"Question: Does the sentence use a simile or a metaphor?
+In this desert, the land is as hard as brick. | Choices: [metaphor, simile] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: In this desert, the land is as hard as brick.
+The words land and brick are compared using the word as. So, the sentence uses a simile."
+"Question: Select the one animal that has all of the amphibian traits listed above. | Choices: [Red-eye tree frogs lay eggs with no shells. When tadpoles first hatch from the eggs, they live in water. When the tadpoles grow into adults, they live in trees. Adult tree frogs have moist, smooth skin and sticky pads on their toes. The sticky pads help the frogs hold on to leaves., Cardinalfish have scaly skin and live near coral reefs. Cardinalfish lay eggs with no shells and have fins that help them swim underwater.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Amphibians have the following traits:
+They spend part of their lives in water and part on land.
+They have moist skin.
+They make eggs with no shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A red-eyed tree frog has the following traits:
+It spends part of its life in water and part on land.
+It has moist skin.
+It makes eggs with no shells.
+A red-eyed tree frog has the traits of an amphibian. A red-eyed tree frog is an amphibian.
+A cardinalfish has the following traits:
+It has fins, not limbs.
+It makes eggs with no shells.
+A cardinalfish does not have all of the traits of an amphibian. A cardinalfish is a fish. | Hint: Amphibians are a group of animals with similar traits. The following traits can be used to identify amphibians:
+They spend part of their lives in water and part on land.
+They have moist skin.
+They make eggs with no shells. Observe the animals and read the descriptions."
+"Question: What does the metaphor in this text suggest?
+Wanda felt a roller coaster of emotions when she heard the news. | Choices: [Wanda had varied feelings., Wanda found the news scary.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town. | Solution: The text uses a metaphor, comparing two things that are not actually alike without using like or as.
+The metaphor Wanda felt a roller coaster of emotions suggests that Wanda had varied feelings. A roller coaster has a dramatic mix of ups and downs, and so do Wanda's feelings."
+"Question: Complete the statement.
+Phosphorus trichloride is (). | Choices: [a compound, an elementary substance] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
+A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
+Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
+The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one atomic symbol.
+The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
+For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple atomic symbols.
+The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | Solution: You can tell whether phosphorus trichloride is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for phosphorus trichloride, PCl3, contains two atomic symbols: P for phosphorus and Cl for chlorine. So, the formula tells you that phosphorus trichloride is composed of two chemical elements bonded together.
+Since phosphorus trichloride is composed of multiple chemical elements bonded together, phosphorus trichloride is a compound. | Hint: Phosphorus trichloride is used to make chemicals that protect crops from insects. The chemical formula for phosphorus trichloride is PCl3."
+"Question: Which figure of speech is used in this text?
+The city of Westford is currently experiencing a minor crisis. Its sanitation workers are on strike, and the garbage is piling up in the streets. | Choices: [paradox, oxymoron] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Minor crisis is a contradiction, because minor means small or insignificant, and a crisis is a large problem."
+"Question: Which logical fallacy is used in the text?
+Mr. Murray's class is so boring! Why are all literature classes so dull? | Choices: [hasty generalization: a broad claim based on too few observations, appeal to nature: the assumption that natural things are always good, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that a single boring class indicates that all classes on the same topic are dull. However, this isn't necessarily true. This illustrates a type of logical fallacy known as a hasty generalization."
+"Question: Which sales pitch is more formal? | Choices: [Find crazy good gifts every time., Find the perfect gift for every occasion.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first sales pitch is more formal. It uses more elevated language (perfect gift for every occasion). The other sales pitch uses slang (crazy good)."
+"Question: What does this Works Cited entry indicate about the cited work?
+Witze, Alexandra. ""Race to Unravel Oklahoma's Artificial Quakes."" Nature 520.7548 (2015): 418–419. Web. 27 Apr. 2015. | Choices: [It has more than one author., It was published on April 27, 2015., It was accessed on April 27, 2015.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: reference-skills | Skill: Understand a Works Cited entry (MLA 7th edition) | Lecture: When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.
+Below are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.
+Books:
+Format | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.
+Example | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.
+Essays, short stories, or poems in an anthology or book:
+Format | Author(s). ""Essay, Poem, or Short Story Title."" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.
+Example | James, Henry. ""The Middle Years."" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.
+Magazine and newspaper articles:
+Format | Author(s). ""Article Title."" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.
+Example | Hayes, David J., and James H. Stock. ""The Real Cost of Coal."" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.
+Journal articles:
+Format | Author(s). ""Article Title."" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.
+Example | Gillette, Jane, et al. ""Human Simulations of Vocabulary Learning."" Cognition 73.2 (1999): 135-176. Print.
+Web pages:
+Format | Author(s). ""Page Title."" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.
+Example | Gunn, Janelle P., and Lauren E. Owens. ""How to Slash Sodium from Your Diet."" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.
+Additional guidelines:
+Author Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by ""et al.,"" which stands for and others (e.g., Smith, Jane, et al.).
+Medium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are ""Print"" and ""Web,"" but other possibilities include ""Film,"" ""E-mail,"" and ""Lecture."" Whenever the Medium of Publication is ""Web,"" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.
+Editors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. ""Ed."" stands for edited by. ""Trans."" stands for translated by.
+Missing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation ""n. pag."" is used instead. If a work has no available publication date, the abbreviation ""n.d."" is used instead. If a work has no available publisher or no available city of publication, the abbreviation ""n.p."" is used instead.
+ | Solution: Look closely at the Works Cited entry:
+Witze, Alexandra. ""Race to Unravel Oklahoma's Artificial Quakes."" Nature 520.7548 (2015): 418–419. Web. 27 Apr. 2015.
+You can tell that the cited work was accessed on April 27, 2015, by looking at the date of access, which appears after the medium of publication."
+"Question: Which is a simple sentence? | Choices: [Mr. Armstrong peeled the tangerine and divided it into sections., The cats hissed at each other through the screen door, and then the dog scared them both away.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the simple sentence. It is a single independent clause.
+Mr. Armstrong peeled the tangerine and divided it into sections."
+"Question: Which figure of speech is used in this text?
+William's '64 Impala groaned as he turned the ignition. Yet again he resolved to refurbish it over the summer. | Choices: [personification, simile] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses personification, giving human characteristics to nonhuman things.
+William's '64 Impala groaned describes the car as if it were human."
+"Question: Which would stretch more? | Choices: [cotton shirt, ceramic plate] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Stretchy is a property. A stretchy material gets longer when you pull on it.
+Look at each picture, one at a time. Imagine pulling on the material shown in each picture.
+Of the choices, the cotton shirt would stretch more. If you pull the sleeve of a cotton T-shirt, it will get longer."
+"Question: Which sentence is more formal? | Choices: [It takes courage to stand up for people who are being bullied., It takes guts to stand up for people who are being bullied.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The second sentence is less formal. You can tell because it uses slang (takes guts).
+The first sentence uses formal language in place of the slang, so it is more formal overall."
+"Question: Which closing is correct for a letter? | Choices: [thanks,
+Ted, Thanks,
+Ted] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: What do these two changes have in common?
+water boiling on a stove
+boiling sugar to make caramel | Choices: [Both are chemical changes., Both are only physical changes., Both are caused by heating., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Water boiling on the stove is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
+Boiling sugar to make caramel is a chemical change. The heat causes the sugar to change into a different type of matter. Unlike sugar, the new matter is brown and sticky.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Water boiling is a physical change. But boiling sugar to make caramel is not.
+Both are chemical changes.
+Boiling sugar to make caramel is a chemical change. But water boiling is not.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which correctly shows the title of a book? | Choices: [Pat the Bunny, pat the Bunny] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word the is not important, so it should not be capitalized.
+The correct title is Pat the Bunny."
+"Question: What is the source of the allusion in the sentence below?
+Much to our shock, Jake chose to turn the other cheek when Alana insulted him in a meeting. | Choices: [a song, the Bible] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion turn the other cheek is the Bible.
+In the Bible, Jesus counsels his followers to resist retaliation. He says that if they are struck on the right cheek, they shouldn't lash out; instead, they should turn the other cheek toward their attacker.
+The allusion turn the other cheek means to respond without aggression."
+"Question: Which figure of speech is used in this text?
+When I was a teenager, reading was my ticket to foreign lands: I traveled to India, China, and Antarctica without ever leaving the comfort of my home. | Choices: [simile, metaphor] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses a metaphor, comparing two things that are not actually alike without using like or as.
+Reading was my ticket compares reading to a ticket to foreign lands without using like or as."
+"Question: What kind of sentence is this?
+Does Jeanette prefer pizza or pasta? | Choices: [interrogative, imperative] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: What information supports the conclusion that Colin acquired this trait? | Choices: [Some scars fade more quickly than others., Colin's scar was caused by an accident. He cut his arm when he fell off his bicycle.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Colin has a scar on his right arm."
+"Question: Based on this information, what is Buttons's phenotype for the fur type trait? | Choices: [curly fur, straight fur] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Buttons's genotype for the fur type gene is ff. Buttons's genotype of ff has only f alleles. The f allele is for curly fur. So, Buttons's phenotype for the fur type trait must be curly fur.
+To check this answer, consider whether Buttons's alleles are dominant or recessive. The allele for curly fur (f) is recessive to the allele for straight fur (F). This means F is a dominant allele, and f is a recessive allele.
+Buttons's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Buttons's phenotype for the fur type trait must be curly fur. | Hint: In a group of cats, some individuals have straight fur and others have curly fur. In this group, the gene for the fur type trait has two alleles. The allele for curly fur (f) is recessive to the allele for straight fur (F).
+Buttons is a cat from this group. Buttons has the homozygous genotype ff for the fur type gene."
+"Question: What is the source of the allusion in the sentence below?
+Brooke anticipated that the free makeover her friend was promising would turn out to be a Trojan horse. | Choices: [the Bible, Greek mythology] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Trojan horse is Greek mythology.
+In Greek mythology, the Greek army tricks the Trojan army into taking a large wooden horse into their carefully guarded city. The horse turns out to be filled with Greek warriors who, once inside the city of Troy, open the gates to the Greek army waiting outside.
+The allusion Trojan horse means a deceptive or harmful offering."
+"Question: Which is harder? | Choices: [ice rink, clay ball] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Hard is a property. A hard material keeps its shape when you press on it with your finger.
+Look at each picture, one at a time. Imagine pushing on the material shown in each picture.
+Of the choices, the ice rink is harder. If you step on the ice at an ice rink, it will not change shape."
+"Question: Is there a sentence fragment?
+In 1962, First Lady Jacqueline Kennedy gave her husband, President John F. Kennedy, an artistically engraved whale tooth. Which was eventually buried with him in Arlington National Cemetery. | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify sentence fragments | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A sentence fragment is a group of words that does not express a complete thought.
+Rehearsing daily because we have a concert in two weeks.
+This fragment is missing a subject. It doesn't tell who is rehearsing.
+The band I'm in.
+This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
+Because we have a concert in two weeks.
+This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | Solution: There is a sentence fragment that does not express a complete thought.
+In 1962, First Lady Jacqueline Kennedy gave her husband, President John F. Kennedy, an artistically engraved whale tooth. Which was eventually buried with him in Arlington National Cemetery.
+Here is one way to fix the sentence fragment:
+In 1962, First Lady Jacqueline Kennedy gave her husband, President John F. Kennedy, an artistically engraved whale tooth, which was eventually buried with him in Arlington National Cemetery."
+"Question: Which is a compound sentence? | Choices: [The woman at the post office weighs the package on a scale., I will address the envelope, and you can put the stamp on it.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction and.
+I will address the envelope, and you can put the stamp on it."
+"Question: Based on this information, what is this pea plant's genotype for the pea shape gene? | Choices: [round peas, EE] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. The pea plant has two alleles for round peas (E). So, the plant's genotype for the pea shape gene is EE. | Hint: In a group of pea plants, some individuals have round peas and others have wrinkled peas. In this group, the gene for the pea shape trait has two alleles. The allele E is for round peas, and the allele e is for wrinkled peas.
+A certain pea plant from this group has round peas. This plant has two alleles for round peas."
+"Question: Which tense does the sentence use?
+The passengers will give Derek their tickets. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, give. The verb tells you about something that is going to happen."
+"Question: Which tense does the sentence use?
+Cole reads an exciting mystery story. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, reads. The verb ends in -s and tells you about something that is true or happening now."
+"Question: What information supports the conclusion that Clara inherited this trait? | Choices: [Clara and her mother both wear their hair in braids., Clara's parents have red hair. They passed down this trait to Clara.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Clara has red hair."
+"Question: Which object has less thermal energy? | Choices: [a bowl of oatmeal at a temperature of 110°F, a bowl of oatmeal at a temperature of 95°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: The two bowls of oatmeal have the same mass but different temperatures. Since the 95°F bowl of oatmeal is colder than the 110°F bowl of oatmeal, it has less thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: What does the verbal irony in this text suggest?
+""Sleeping through the rooster's crowing was no problem,"" Sanjay joked with a yawn. | Choices: [Sanjay slept poorly., Sanjay finds roosters amusing.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Sleeping through the rooster's crowing was no problem ironically suggests that Sanjay slept poorly. Sanjay was tired, so the rooster's crowing was clearly a problem."
+"Question: What do these two changes have in common?
+cooking a pancake
+burning food on a stove | Choices: [Both are chemical changes., Both are caused by cooling., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Cooking a pancake is a chemical change. Pancakes are made from pancake batter. A cooked pancake is a different type of matter than pancake batter. Pancake batter is wet and slippery. Cooked pancakes are fluffy and can be good to eat!
+Burning food on a stove is a chemical change. When the food burns, the type of matter in it changes. The food turns black and gives off smoke.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What is the volume of a bathroom sink? | Choices: [12 milliliters, 12 liters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a bathroom sink is 12 liters.
+12 milliliters is too little. | Hint: Select the better estimate."
+"Question: How long does it take to mow the lawn? | Choices: [35 seconds, 35 minutes] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to mow the lawn is 35 minutes.
+35 seconds is too fast. | Hint: Select the better estimate."
+"Question: Complete the sentence.
+In this chemical reaction, charcoal is a (). | Choices: [reactant, product] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Identify reactants and products | Lecture: A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.
+In a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.
+The original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.
+The substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.
+So, in a chemical reaction, reactants go through a chemical change to form products. | Solution: Read the underlined text carefully. Look for information about what happens to charcoal in this chemical reaction.
+People have used gunpowder as an explosive for hundreds of years. Gunpowder is a mixture of three different substances: potassium nitrate, charcoal, and sulfur. When these substances are burned together, they release a large amount of heat and gas. In the past, gunpowder was used in muskets and cannons, but today, it is mainly used in fireworks.
+The underlined text tells you that when potassium nitrate, charcoal, and sulfur combine, a large amount of heat and gas is released. When potassium nitrate, charcoal, and sulfur react, or go through a chemical change, their atoms are rearranged. Because charcoal reacts in this chemical reaction, charcoal is a reactant. | Hint: This passage describes a chemical reaction. Read the passage. Then, follow the instructions below.
+People have used gunpowder as an explosive for hundreds of years. Gunpowder is a mixture of three different substances: potassium nitrate, charcoal, and sulfur. When these substances are burned together, they release a large amount of heat and gas. In the past, gunpowder was used in muskets and cannons, but today, it is mainly used in fireworks."
+"Question: Which word does not rhyme? | Choices: [blue, frog, glue] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the ip sound.
+The words lake and make rhyme. They both end with the ake sound.
+The words tip and lake don't rhyme. They end with different sounds. | Solution: The words glue and blue rhyme. They both end with the ue sound.
+The word frog does not rhyme. It ends with a different sound."
+"Question: Which text structure does the text use? | Choices: [sequential, cause-effect] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: writing-strategies | Skill: Identify text structures | Lecture: Writers can organize their ideas in different ways. These ways of organizing writing are called text structures. When you can tell how a text is organized, it's easier to understand how the writer's ideas go together. You can also use these text structures to organize your own writing.
+ | Text structure | Where you might find it | Words and phrases to look for
+A sequential structure tells you about events that happen in a certain order. | a recipe for how to make a blueberry pie | first, until, second, after, next, then, before, finally, during
+A cause-effect structure shows the causes and the effects, or results, of an event. | an essay about how recycling helps the environment | because, led to, since, as a result, due to, so, reason
+A problem-solution structure explains a problem and offers possible solutions. | an article about ways to get more people to vote | issue, suggest, question, puzzle, fix, answer
+A compare-contrast structure shows how two (or more) things are the same or different. | a chapter about the differences between whales and sharks | like, unlike, too, on the other hand, both, while, same, instead, common, different, as well as, however
+A descriptive structure tells you a list of details about an object, scene, or topic. | a paragraph about what Tyrannosaurus rex looked like| for example, near, for instance beside, such as, most important, also | Solution: The text uses a sequential structure to show the steps in becoming a veterinarian, or animal doctor. In the text, certain words and phrases help to organize ideas in a sequential structure. Notice the words start, then, and after, as well as the phrases during college and at last. | Hint: Read the text.
+It takes a long time and a lot of hard work to become a veterinarian. You'll want to start by finishing high school and going on to college. During college, you might study biology, chemistry, or animal science. Then, after four years of college, you'll attend four years of veterinary school. There you will learn more about medicine and animals and how to care for them. After finishing veterinary school, you will need to pass a test called a licensing exam. Then, at last, you can work as a veterinarian."
+"Question: Compare the motion of three cars. Which car was moving at the highest speed? | Choices: [a car that moved 255miles west in 10hours, a car that moved 270miles south in 10hours, a car that moved 305miles north in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. | Solution: Look at the distance each car moved and the time it took to move that distance. The direction each car moved does not affect its speed.
+Notice that each car moved for 10 hours. The car that moved 305 miles moved the farthest distance in that time. So, that car must have moved at the highest speed."
+"Question: What information supports the conclusion that Brianna inherited this trait? | Choices: [Brianna and her father both have dark hair., Brianna's parents have dark skin. They passed down this trait to Brianna.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Brianna has dark skin."
+"Question: Which is a simple sentence? | Choices: [Do you want biscuits and jam for breakfast, or would you like some scrambled eggs?, Mr. Swift's afternoon lecture was about art and culture in Germany before World War II.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the simple sentence. It is a single independent clause.
+Mr. Swift's afternoon lecture was about art and culture in Germany before World War II."
+"Question: Assume all other forces on the rope are balanced. Which statement describes the forces on the rope? | Choices: [The forces are unbalanced, so there is a net force on the rope., The forces are balanced, so there is no net force on the rope.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Balanced and unbalanced forces | Lecture: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
+When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
+When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | Solution: To determine if there is a net force on the rope, look at the forces:
+Kurt is pulling the rope toward himself with a force of 230 N.
+Gary is pulling the rope toward himself with a force of 300 N.
+The forces are in opposite directions, and the forces have different magnitudes: 230 N and 300 N. This means that the forces are unbalanced, so there is a net force on the rope. | Hint: Kurt and Gary are playing tug-of-war. Kurt is pulling on one end of a rope with a force of 230N. Gary is pulling on the other end of the rope with a force of 300N."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her narrative voice?
+Before I took a photography class, I always shot photos using the camera's automatic mode. In the class, though, I learned how important it is to take control of things like exposure to make photos look how you want them to look. The instructor also taught us how to change the aperture and choose the correct f-stop number. Now I know how to control shutter speed and ISO to capture clear, beautiful photos under any lighting conditions. My photos have never been better! | Choices: [by defining technical terms, by using more emotional language, by including more technical terms] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her narrative voice by defining technical terms.
+For example, the writer could provide definitions for the underlined terms so that a person unfamiliar with them will have a better understanding.
+Before I took a photography class, I always shot photos using the camera's automatic mode. In the class, though, I learned how important it is to take control of things like exposure to make photos look how you want them to look. The instructor also taught us how to change the aperture and choose the correct f-stop number. Now I know how to control shutter speed and ISO to capture clear, beautiful photos under any lighting conditions. My photos have never been better!"
+"Question: Suppose Kimberly decides to go on the log ride. Which result would be a cost? | Choices: [Kimberly will spend more ride tickets on the log ride than she would have spent on the balloon race., Kimberly will have more fun on the log ride than she would have had on the balloon race.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Kimberly wants or needs:
+Kimberly will spend more ride tickets on the log ride than she would have spent on the balloon race. | Hint: Kimberly is deciding which ride to go on at the fair. She can go on either the log ride or the balloon race. She wants to have as much fun as possible at the fair."
+"Question: Which tense does the sentence use?
+Mr. Dodson will mail those letters. | Choices: [past tense, present tense, future tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, mail. The verb tells you about something that is going to happen."
+"Question: Which plate of spaghetti has less thermal energy? | Choices: [the hotter plate of spaghetti, the colder plate of spaghetti] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 1-kilogram brick at 70°F has half as much thermal energy as a 2-kilogram brick at 70°F. The two bricks have the same temperature, but the smaller brick has half as many atoms. So, it has half as much thermal energy. | Solution: The two plates of spaghetti are made of the same material and have the same mass. So, the colder plate of spaghetti has less thermal energy. | Hint: Two plates of spaghetti are identical except for their temperatures."
+"Question: Compare the motion of two mountain bikers. Which mountain biker was moving at a higher speed? | Choices: [a mountain biker who moved 95miles in 10hours, a mountain biker who moved 185miles in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each mountain biker moved and the time it took to move that distance.
+One mountain biker moved 185 miles in 10 hours.
+The other mountain biker moved 95 miles in 10 hours.
+Notice that each mountain biker spent the same amount of time moving. The mountain biker who moved 185 miles moved a farther distance in that time. So, that mountain biker must have moved at a higher speed."
+"Question: Which text uses the word ironic in its traditional sense? | Choices: [Last winter, Turner took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week., Last winter, Turner took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses ironic in its traditional sense: contrary to what was intended, often in an amusing way. It's ironic because Turner tried to get away from the snow but found himself in a snowstorm regardless.
+Last winter, Turner took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week.
+The second text uses ironic in its nontraditional sense: marked by coincidence. It was a coincidence that Turner's friends were in Florida the week before.
+Last winter, Turner took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.
+Most style guides recommend to avoid using the nontraditional sense of the word ironic because it is generally considered incorrect."
+"Question: What do these two changes have in common?
+pouring milk on oatmeal
+sewing an apron | Choices: [Both are caused by cooling., Both are caused by heating., Both are only physical changes., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Pouring milk on oatmeal is a physical change. The oatmeal and milk form a creamy mixture. But making this mixture does not form a different type of matter.
+Sewing an apron is a physical change. The fabric and thread that make up the apron get a new shape, but the type of matter in each of them does not change.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Complete the sentence so that it uses personification.
+The steaming hot plate of spaghetti () to be eaten. | Choices: [called out, was ready] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the phrase called out. It describes the plate of spaghetti as if it were a person trying to get noticed."
+"Question: What do these two changes have in common?
+chicken cooking in an oven
+water evaporating from a puddle | Choices: [Both are chemical changes., Both are caused by heating., Both are only physical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Cooking chicken is a chemical change. The heat causes the matter in the chicken to change. Cooked chicken and raw chicken are different types of matter.
+Water evaporating from a puddle is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Water evaporating is a physical change. But cooking chicken is not.
+Both are chemical changes.
+Cooking chicken is a chemical change. But water evaporating from a puddle is not.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Based on this information, what is Mau's genotype for the fur color gene? | Choices: [ff, white fur] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Mau has two alleles for white fur (f). So, Mau's genotype for the fur color gene is ff. | Hint: In a group of Bengal tigers, some individuals have orange fur and others have white fur. In this group, the gene for the fur color trait has two alleles. The allele F is for orange fur, and the allele f is for white fur.
+Mau, a Bengal tiger from this group, has white fur. Mau has two alleles for white fur."
+"Question: How long is an eyelash? | Choices: [9 millimeters, 9 meters, 9 centimeters, 9 kilometers] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of an eyelash is 9 millimeters.
+9 centimeters, 9 meters, and 9 kilometers are all too long. | Hint: Select the best estimate."
+"Question: Complete the sentence.
+The Third Amendment says that the government cannot force people to keep soldiers in their () during a time of peace. | Choices: [homes, towns, militias, states] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: civics | Skill: The Bill of Rights | Lecture: nan | Solution: The Third Amendment says that the government can't force people to keep soldiers in their homes during a time of peace. The amendment says that no soldier shall be ""quartered in any house."" In this case, ""quartered"" means ""given a place to stay."" The complete text of the Third Amendment is below. Are there any times when an American might have to let a soldier stay in his or her house? No soldier shall, in time of peace be quartered in any house, without the consent of the owner, nor in time of war, but in a manner to be prescribed by law."
+"Question: What is the source of the allusion in the sentence below?
+Zane described the situation he was facing with his boss as a catch-22. | Choices: [literature, a song] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion catch-22 is literature.
+Joseph Heller coined the term ""catch-22"" in his 1961 novel of the same name. In the novel, if an army pilot wants to avoid dangerous missions, he must be deemed mentally unfit; however, his desire to stay safe proves his sanity, so he can never be excused from a mission. Heller called this sort of predicament or dilemma a catch-22.
+The allusion catch-22 means a no-win situation."
+"Question: Select the vertebrate. | Choices: [red-spotted purple butterfly, peacock mantis shrimp, peafowl, bull ant] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A bull ant is an insect. Like other insects, a bull ant is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A peafowl is a bird. Like other birds, a peafowl is a vertebrate. It has a backbone.
+A red-spotted purple butterfly is an insect. Like other insects, a red-spotted purple butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A peacock mantis shrimp is a crustacean. Like other crustaceans, a peacock mantis shrimp is an invertebrate. It does not have a backbone. It has an exoskeleton. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: What is the mass of an earthworm? | Choices: [4 kilograms, 4 grams] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of an earthworm is 4 grams.
+4 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: Which word would you find on a dictionary page with the following guide words?
+laugh - lime | Choices: [log, leaf] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since leaf is between the guide words laugh - lime, it would be found on that page."
+"Question: Which word does not rhyme? | Choices: [luck, black, duck] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words luck and duck rhyme. They both end with the uck sound.
+The word black does not rhyme. It ends with a different sound."
+"Question: What do these two changes have in common?
+mixing lettuce and salad dressing
+water vapor condensing on a bathroom mirror | Choices: [Both are caused by cooling., Both are chemical changes., Both are caused by heating., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Mixing lettuce and salad dressing is a physical change. Together, the salad and dressing make a mixture. But making this mixture does not form a different type of matter.
+Water vapor condensing on a bathroom mirror is a change of state. So, it is a physical change. The water changes state from gas in the air to liquid water on the mirror. But the water vapor and the liquid water are both made of water.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Water vapor condensing is caused by cooling. But mixing lettuce and salad dressing is not."
+"Question: Which text uses the word travesty in its traditional sense? | Choices: [Mark realized that his essay about the Space Race was a bit inaccurate, but he still thought it a travesty that such an entertaining essay should receive a poor grade., Mark's ill-researched essay about the Space Race received a poor grade because it presented such a travesty of the actual historical events.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses travesty in its traditional sense: a ridiculous imitation; a parody.
+Mark's ill-researched essay about the Space Race received a poor grade because it presented such a travesty of the actual historical events.
+The second text uses travesty in its nontraditional sense: a disappointment or a tragedy.
+Mark realized that his essay about the Space Race was a bit inaccurate, but he still thought it a travesty that such an entertaining essay should receive a poor grade.
+Most style guides recommend to use the traditional sense of the word travesty because it is considered more standard."
+"Question: What do these two changes have in common?
+breaking a pencil in half
+cutting an apple | Choices: [Both are chemical changes., Both are only physical changes., Both are caused by cooling., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Breaking a pencil is a physical change. The pencil gets broken into pieces. But each piece is still made of the same type of matter.
+Cutting an apple is a physical change. The apple gets a different shape. But it is still made of the same type of matter as the uncut apple.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which tense does the sentence use?
+The man will type the note on his computer. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, type. The verb tells you about something that is going to happen."
+"Question: Would you find the word please on a dictionary page with the following guide words?
+painting - peanut | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since please is not between the guide words painting - peanut, it would not be found on that page."
+"Question: What is Abraham Lincoln famous for? | Choices: [He helped write the Declaration of Independence., He was president of the United States., He gave women the right to vote.] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: us-history | Skill: Abraham Lincoln | Lecture: nan | Solution: Abraham Lincoln was the 16 th president of the United States. He is famous for helping to end slavery. He is also famous for leading the country through the Civil War."
+"Question: How long is a garden rake? | Choices: [2 kilometers, 2 meters] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?
+The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.
+There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.
+There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. | Solution: The better estimate for the length of a garden rake is 2 meters.
+2 kilometers is too long. | Hint: Select the better estimate."
+"Question: Which sentence is more formal? | Choices: [Mecca's a city in Saudi Arabia, and it's an important religious center for Muslims around the world., Mecca, a city in Saudi Arabia, is a religious center for Muslims around the world.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The first sentence is less formal. You can tell because it uses contractions (Mecca's, it's).
+The second sentence does not use contractions, so it is more formal."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [As Eva entered the harbor, her sailboat bumped into the old wooden pier; she was relieved that it didn't sustain any damage., As Eva entered the harbor, her sailboat bumped into the old wooden pier; she was relieved that the boat didn't sustain any damage.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun it could refer to the sailboat or the old wooden pier.
+The first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the boat.
+As Eva entered the harbor, her sailboat bumped into the old wooden pier; she was relieved that the boat didn't sustain any damage."
+"Question: What kind of sentence is this?
+I can't believe this is Denise's first time seeing the Pacific Ocean! | Choices: [exclamatory, interrogative, declarative] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence."
+"Question: Which tense does the sentence use?
+Quinn will sweep the sidewalk in front of her store. | Choices: [past tense, future tense, present tense] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, sweep. The verb tells you about something that is going to happen."
+"Question: Select the invertebrate. | Choices: [grasshopper, West African rubber frog, bald eagle, water buffalo] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A water buffalo is a mammal. Like other mammals, a water buffalo is a vertebrate. It has a backbone.
+A grasshopper is an insect. Like other insects, a grasshopper is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A West African rubber frog is an amphibian. Like other amphibians, a West African rubber frog is a vertebrate. It has a backbone.
+A bald eagle is a bird. Like other birds, a bald eagle is a vertebrate. It has a backbone. | Hint: Hint: Insects, spiders, and worms are invertebrates."
+"Question: Would you find the word mystery on a dictionary page with the following guide words?
+magic - merely | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since mystery is not between the guide words magic - merely, it would not be found on that page."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Right after she bought it, Leslie dropped the book for her literature class., Right after Leslie bought the book for her literature class, she dropped it.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: pronouns | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun it could refer to the book or the class.
+Right after Leslie bought the book for her literature class, she dropped it.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Right after she bought it, Leslie dropped the book for her literature class."
+"Question: What do these two changes have in common?
+stapling an envelope shut
+ice crystals forming on a window | Choices: [Both are caused by cooling., Both are caused by heating., Both are only physical changes., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Stapling an envelope shut is a physical change. The envelope and the staple get new shapes. Both are still made of the same type of matter.
+Ice crystals forming on a window is a change of state. So, it is a physical change. Water vapor in the air can change directly into ice when it touches a very cold window! A change of state from a gas to a solid is called depositing.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Ice crystals form on a window when water vapor in the air becomes ice. This is caused by cooling. But stapling an envelope shut is not."
+"Question: What is the volume of a kiddie pool? | Choices: [1,170 milliliters, 1,170 liters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a kiddie pool is 1,170 liters.
+1,170 milliliters is too little. | Hint: Select the better estimate."
+"Question: Which word would you find on a dictionary page with the following guide words?
+sale - stammer | Choices: [sunk, seldom] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since seldom is between the guide words sale - stammer, it would be found on that page."
+"Question: Using only these supplies, which question can Emily investigate with an experiment? | Choices: [Do sunflowers grow taller if they are planted in planter boxes or in pots?, Which type of sunflower grows more leaves?, Do sunflowers grow bigger in sunny planter boxes or in shady planter boxes?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Emily wants to grow sunflowers in her backyard garden. She notices that some sunflowers grow much taller than others. She is curious about what factors affect how sunflowers grow. So, she decides to design an experiment. She has the following supplies available:
+seeds from one type of sunflower
+soil
+one wooden planter box in the sun
+one wooden planter box in the shade
+one plastic planter box in the sun
+water"
+"Question: Which greeting is correct for a letter? | Choices: [Dear aunt jenny,, Dear Aunt Jenny,] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Aunt Jenny is capitalized because it is a proper noun."
+"Question: Which is a compound sentence? | Choices: [Dad took the last chair, so you will have to stand., The Mississippi River flows from Lake Itasca to the Gulf of Mexico.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.
+Dad took the last chair, so you will have to stand."
+"Question: Which would smell more? | Choices: [bone, gum] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Smelly is a property. A smelly material has a strong smell.
+Look at each picture, one at a time. Imagine smelling the material shown in each picture.
+Of the choices, the gum would smell more. Gum has a strong smell."
+"Question: Which is a run-on sentence? | Choices: [The child chews her food carefully., The park is a beautiful place, everyone goes there.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: The park is a beautiful place, everyone goes there is a run-on sentence. It has two sentences that are joined by just a comma: The park is a beautiful place and Everyone goes there."
+"Question: Which logical fallacy is used in the text?
+Did you hear? A bunch of Liam's friends were at that protest that got out of hand. I had no idea that Liam was such a troublemaker. | Choices: [false dichotomy: an argument that presents only two choices when more options exist, guilt by association: a negative association intended to discredit someone or something, straw man: a misrepresentation of an opponent's position that makes it easier to argue against] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Liam must be a troublemaker because his friends were at an unruly protest. However, the behavior of Liam's friends doesn't necessarily determine his own behavior. This illustrates a type of logical fallacy known as guilt by association."
+"Question: Which is a run-on sentence? | Choices: [An email from my friend in Italy., Mr. Soto will teach a math lesson the children will take notes.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Mr. Soto will teach a math lesson the children will take notes is a run-on sentence. It has two sentences that are joined without end punctuation: Mr. Soto will teach a math lesson and The children will take notes."
+"Question: Complete the statement.
+During this chemical reaction, the airbag becomes (). | Choices: [warmer, colder] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: chemistry | Skill: Describe energy changes in chemical reactions | Lecture: During a chemical reaction, thermal energy is absorbed or released as heat. This transfer of thermal energy changes the temperature of the reaction's surroundings. The surroundings are everything around the reaction, such as the solution that the reaction takes place in or the air nearby.
+Some reactions release thermal energy into the surroundings. This thermal energy is converted from chemical energy, which is provided by the molecules in the reaction. As the thermal energy moves out of the reaction and into the surroundings, the temperature of the surroundings increases.
+Some reactions absorb thermal energy from the surroundings. This thermal energy is converted into chemical energy during the reaction. As the thermal energy moves out of the surroundings and into the reaction, the temperature of the surroundings decreases. | Solution: To determine whether the airbag becomes warmer or colder, look for the text that describes the movement of thermal energy during the reaction.Airbags reduce injuries during car crashes by inflating quickly to provide cushions for people inside a car. Older airbags contain a small amount of sodium azide (NaN3). If a crash occurs, the sodium azide is heated, causing it to break down into sodium metal (Na) and nitrogen gas (N2). In less than one-tenth of a second, enough nitrogen gas is produced to completely fill the airbag. As a result of the reaction, thermal energy is transferred into the surroundings.The underlined text tells you that thermal energy is transferred into the surroundings. Because thermal energy moves out of the reaction and into the surroundings, the temperature of the surroundings increases.The surroundings include the airbag that the reaction takes place in. So, the airbag becomes warmer. | Hint: When a chemical reaction absorbs or releases thermal energy, the reaction causes a change in temperature. Read the passage about a chemical reaction that absorbs or releases thermal energy. Then, follow the instructions below.
+Airbags reduce injuries during car crashes by inflating quickly to provide cushions for people inside a car. Older airbags contain a small amount of sodium azide (NaN3). If a crash occurs, the sodium azide is heated, causing it to break down into sodium metal (Na) and nitrogen gas (N2). In less than one-tenth of a second, enough nitrogen gas is produced to completely fill the airbag. As a result of the reaction, thermal energy is transferred into the surroundings."
+"Question: Is the following trait inherited or acquired?
+Ed has a scar on his left hand. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: Complete the sentence.
+In this chemical reaction, hydrogen is a (). | Choices: [reactant, product] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Identify reactants and products | Lecture: A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.
+In a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.
+The original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.
+The substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.
+So, in a chemical reaction, reactants go through a chemical change to form products. | Solution: Read the underlined text carefully. Look for information about what happens to hydrogen in this chemical reaction.
+The Space Shuttle program sent astronauts on 135 missions using a fleet of five shuttles between 1981 and 2011. The engines of each shuttle, like other modern rocket engines, used liquid hydrogen as fuel. When liquid hydrogen combines with liquid oxygen, an enormous amount of energy is released, along with water vapor. The shuttles used this energy to launch into space.
+The underlined text tells you that when hydrogen and oxygen combine, water is formed. When hydrogen and oxygen react, or go through a chemical change, their atoms are rearranged to form water. Because hydrogen reacts in this chemical reaction, hydrogen is a reactant. | Hint: This passage describes a chemical reaction. Read the passage. Then, follow the instructions below.
+The Space Shuttle program sent astronauts on 135 missions using a fleet of five shuttles between 1981 and 2011. The engines of each shuttle, like other modern rocket engines, used liquid hydrogen as fuel. When liquid hydrogen combines with liquid oxygen, an enormous amount of energy is released, along with water vapor. The shuttles used this energy to launch into space."
+"Question: Which word would you find on a dictionary page with the following guide words?
+bitter - buffalo | Choices: [bound, bed] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since bound is between the guide words bitter - buffalo, it would be found on that page."
+"Question: Which phrase has a more negative connotation? | Choices: [speak about something, grumble about something] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: Grumble about something has a more negative connotation. If you grumble about something, you speak about it in an unhappy, complaining way."
+"Question: Select the solid. | Choices: [fork, grape juice, air inside a bubble] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Identify solids, liquids, and gases | Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a shape of its own.
+Some solids can be bent or broken easily. Others are hard to bend or break.
+A glass cup is a solid. A sock is also a solid.
+When matter is a liquid, it takes the shape of its container.
+Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
+Juice is a liquid. Honey is also a liquid.
+When matter is a gas, it spreads out to fill a space.
+Many gases are invisible. So, you can’t see them. Air is a gas. | Solution: The air inside a bubble is a gas. A gas spreads out to fill a space. The air inside a bubble fills all the space in the bubble. If the bubble pops, the air will spread out to fill a much larger space.
+A fork is a solid. You can bend a fork. But it will still have a size and shape of its own.
+Grape juice is a liquid. A liquid takes the shape of any container it is in. If you pour grape juice into a different container, the grape juice will take the shape of that container. But the grape juice will still take up the same amount of space."
+"Question: Complete the sentence so that it uses personification.
+The run-down truck () through its very last trip. | Choices: [lasted, suffered] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word suffered. It describes the truck as if it were an old, sick person."
+"Question: Which closing is correct for a letter? | Choices: [Thank You,
+Luther, Thank you,
+Luther] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which tense does the sentence use?
+They will fix the car engine. | Choices: [past tense, present tense, future tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, fix. The verb tells you about something that is going to happen."
+"Question: Which object has the most thermal energy? | Choices: [a metal paper clip at a temperature of 16°C, a metal paper clip at a temperature of 20°C, a metal paper clip at a temperature of 23°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three metal paper clips have the same mass but different temperatures. Since the 23°C paper clip is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [At lunchtime, Mike can often be found reading at his favorite café, where they provide unlimited coffee refills., At lunchtime, Mike can often be found reading at his favorite café, where the servers provide unlimited coffee refills.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.
+The second answer choice shows a possible correction for the vague pronoun reference. They has been replaced with the servers.
+At lunchtime, Mike can often be found reading at his favorite café, where the servers provide unlimited coffee refills."
+"Question: Would you find the word sung on a dictionary page with the following guide words?
+shot - stork | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since sung is not between the guide words shot - stork, it would not be found on that page."
+"Question: Which is a run-on sentence? | Choices: [We wanted a snack we ate some cherries., The conductor took tickets from everyone on the train.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: We wanted a snack we ate some cherries is a run-on sentence. It has two sentences that are joined without end punctuation: We wanted a snack and We ate some cherries."
+"Question: Does this passage describe the weather or the climate?
+The air in Boulder, Colorado, is often dry in the winter. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+The air in Boulder, Colorado, is often dry in the winter.
+Humidity is the amount of water in the air.
+This passage tells you about the usual winter humidity in Boulder. It does not describe what the weather is like on a particular day. So, this passage describes the climate."
+"Question: Complete the statement. Assume that the athlete's mass did not change.
+The gravitational potential energy stored between the athlete and Earth () as she sped up around the track. | Choices: [increased, stayed the same, decreased] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the athlete and the center of Earth changed.
+Because the track was flat, each point on the track was the same distance from the center of Earth. As she sped up around the track, the distance between the athlete and the center of Earth stayed the same. So, the gravitational potential energy stored between the athlete and Earth stayed the same as she sped up around the track. | Hint: Read the text about a person in motion.
+An athlete competed in a 5,000-meter wheelchair race. As she began her last lap around the flat track, she pushed hard and sped past another racer."
+"Question: What do these two changes have in common?
+a sidewalk heating up in the sun
+a puddle freezing into ice on a cold night | Choices: [Both are chemical changes., Both are caused by cooling., Both are caused by heating., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A sidewalk heating up in the sun is a physical change. The temperature of the sidewalk goes up, but the sidewalk is still made of the same type of matter.
+A puddle freezing into ice on a cold night is a change of state. So, it is a physical change. Liquid water freezes and becomes solid, but it is still made of water. A different type of matter is not formed.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+A sidewalk getting warm in the sun is caused by heating. But a puddle freezing is not.
+Both are caused by cooling.
+A puddle freezing is caused by cooling. But a sidewalk heating up in the sun is not."
+"Question: How long is a caterpillar? | Choices: [49 millimeters, 49 kilometers, 49 centimeters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a caterpillar is 49 millimeters.
+49 centimeters and 49 kilometers are both too long. | Hint: Select the best estimate."
+"Question: Which object has less thermal energy? | Choices: [a 300-gram glass of water at a temperature of 75°F, a 300-gram glass of water at a temperature of 80°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: The two glasses of water have the same mass but different temperatures. Since the 75°F glass of water is colder than the 80°F glass of water, it has less thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which set of instructions is more formal? | Choices: [Enter the applicant's name and address in the spaces provided., Write down your name and address on the lines.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first set of instructions is more formal. Its uses clear, impersonal language."
+"Question: What do these two changes have in common?
+a piece of avocado turning brown
+a piece of pizza rotting in a trashcan | Choices: [Both are only physical changes., Both are chemical changes., Both are caused by heating., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A piece of avocado turning brown is a chemical change. The avocado reacts with oxygen in the air to form a different type of matter.
+If you scrape off the brown part of the avocado, the inside will still be green. The inside hasn't touched the air. So the chemical change hasn't happened to that part of the avocado.
+A piece of pizza rotting is a chemical change. The matter in the pizza breaks down and slowly turns into a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What do these two changes have in common?
+burning a candle
+roasting a marshmallow over a campfire | Choices: [Both are chemical changes., Both are only physical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Burning a candle is a chemical change. Both the wick and the melted wax burn. They react with oxygen in the air and turn into soot, carbon dioxide, and water.
+Roasting a marshmallow is a chemical change. The type of matter on the outside of the marshmallow changes. As a marshmallow is roasted, it turns brown and crispy.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What do these two changes have in common?
+breaking a piece of glass
+butter melting on a hot day | Choices: [Both are only physical changes., Both are caused by heating., Both are chemical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Breaking a piece of glass is a physical change. The glass gets broken into pieces. But each piece is still made of the same type of matter.
+Butter melting on a hot day is a change of state. So, it is a physical change. The butter changes from solid to liquid, but it is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Butter melting on a hot day is caused by heating. But breaking a piece of glass is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: The city of Seaside has been one of the world's biggest makers of cough drops for many years. But last month, Seaside's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops? | Choices: [The supply will probably go down., The supply will probably go up.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Floods destroyed the cough drop factories in Seaside. The number of producers of cough drops went down. So, the supply of cough drops will probably go down."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [After Paul beat Aaron in tennis, he asked for a rematch., Aaron asked for a rematch after Paul beat him in tennis.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun he could refer to Paul or Aaron.
+After Paul beat Aaron in tennis, he asked for a rematch.
+The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Aaron asked for a rematch after Paul beat him in tennis."
+"Question: Answer the riddle.
+I am a toy.
+I look like a person.
+You can dress me up.
+What am I? | Choices: [a girl, a doll] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: vocabulary | Skill: What am I? | Lecture: nan | Solution: A doll is a toy.
+A doll looks like a person.
+You can dress a doll up."
+"Question: Using only these supplies, which question can Edgar investigate with an experiment? | Choices: [Do cloth towels dry faster if they are hung in the laundry room or in the backyard?, When hung in the laundry room, do black cloth towels or white cloth towels dry more quickly?, Does a small cloth towel or a large cloth towel dry faster when hung in the backyard?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: After Edgar cleans up a spill, he hangs a wet cloth towel in the laundry room. Two hours later, he notices that the towel has partially dried. He wonders what factors affect how cloth dries. So, he decides to design an experiment. He has the following supplies available:
+two identical white cloth towels
+water
+a clothesline in the laundry room
+a clothesline in the backyard"
+"Question: What do these two changes have in common?
+an iceberg melting slowly
+carving a piece of wood | Choices: [Both are caused by cooling., Both are chemical changes., Both are caused by heating., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+An iceberg melting is a change of state. So, it is a physical change. An iceberg is made of frozen water. As it melts, the water changes from a solid to a liquid. But a different type of matter is not formed.
+Carving a piece of wood is a physical change. The wood changes shape, but it is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+An iceberg melting is caused by heating. But carving a piece of wood is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Based on this information, what is Vivian's phenotype for the Marfan syndrome trait? | Choices: [mm, not having Marfan syndrome] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Vivian's observable version of the Marfan syndrome trait is not having Marfan syndrome. So, Vivian's phenotype for the Marfan syndrome trait is not having Marfan syndrome. | Hint: This passage describes the Marfan syndrome trait in humans:
+
+In a group of humans, some individuals have Marfan syndrome and others do not. In this group, the gene for the Marfan syndrome trait has two alleles. The allele M is for having Marfan syndrome, and the allele m is for not having Marfan syndrome.
+Vivian, a human from this group, does not have Marfan syndrome. Vivian has two alleles for not having Marfan syndrome."
+"Question: What does the verbal irony in this text suggest?
+""Sleeping through the rooster's crowing was no problem,"" Raymond joked with a yawn. | Choices: [Raymond slept poorly., Raymond finds roosters amusing.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Sleeping through the rooster's crowing was no problem ironically suggests that Raymond slept poorly. Raymond was tired, so the rooster's crowing was clearly a problem."
+"Question: Is the following trait inherited or acquired?
+Liz plays basketball. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play basketball. Instead, some people learn how to play basketball. Playing the sport takes practice. So, playing basketball is an acquired trait."
+"Question: Select the animal. | Choices: [Octopuses eat animals that live underwater., Apple trees can grow fruit., Cypress trees have green leaves., Hydrangea bushes can grow colorful flowers.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: An octopus is an animal. It eats animals that live underwater.
+An octopus has two eyes and eight arms.
+An apple tree is a plant. It can grow fruit.
+People have been growing apples for thousands of years. There are more than 7,500 types of apples!
+A cypress tree is a plant. It has green leaves.
+The leaves of cypress trees are called needles.
+A hydrangea bush is a plant. It can grow colorful flowers.
+Hydrangea bushes can have blue, white, purple, or pink flowers."
+"Question: What do these two changes have in common?
+filtering air to remove dust and pollen
+a crayon melting in the sun | Choices: [Both are only physical changes., Both are caused by heating., Both are chemical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Filtering air to remove dust and pollen is a physical change. The air flows through the filter, and the pollen and dust stay behind. This separates the mixture of air, pollen, and dust. But separating a mixture does not form a different type of matter.
+A crayon melting in the sun is a change of state. So, it is a physical change. The crayon changes state from solid to liquid. The crayon is still made of wax, even after it melts.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+A crayon melting in the sun is caused by heating. But filtering air is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What information supports the conclusion that Alec acquired this trait? | Choices: [Alec learned biology by reading, observing, and experimenting., Alec is most interested in human biology.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Alec knows a lot about biology."
+"Question: Which word is not like the others? | Choices: [cookie, ice cream, cake, dirt] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: vocabulary | Skill: Which word is not like the others? | Lecture: Some words are alike. They go together in a group.
+Red, blue, and green go together. They are colors.
+Mom, dad, grandma, and grandpa go together. They are people in a family. | Solution: Ice cream, cookie, and cake go together. They are sweet things. Dirt is not a sweet thing, so it is not like the other words."
+"Question: Which sentence uses a simile? | Choices: [The bare tree's branches were as sharp as needles., The bare tree's branches were sharp needles.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: This sentence uses a simile:
+The bare tree's branches were as sharp as needles.
+The words branches and needles are compared using the word as.
+This sentence uses a metaphor:
+The bare tree's branches were sharp needles.
+The words branches and needles are compared without the word like or as."
+"Question: Would you find the word smell on a dictionary page with the following guide words?
+send - swung | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since smell is between the guide words send - swung, it would be found on that page."
+"Question: Which text uses the word peruse in its traditional sense? | Choices: [Jasper perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift., Jasper perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses peruse in its traditional sense: to examine in detail.
+Jasper perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift.
+The second text uses peruse in its nontraditional sense: to look through in a casual manner.
+Jasper perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly.
+Most style guides recommend to use the traditional sense of the word peruse because it is considered more standard."
+"Question: Complete the statement. Assume that the penny's mass did not change.
+The gravitational potential energy stored between the penny and Earth () as the penny fell toward the bottom of the well. | Choices: [decreased, stayed the same, increased] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the penny and the center of Earth changed.
+The bottom of the well is lower than the point where Sofia dropped the penny. As it fell toward the bottom of the well, the distance between the penny and the center of Earth decreased. So, the gravitational potential energy stored between the penny and Earth decreased as the penny fell toward the bottom of the well. | Hint: Read the text about an object in motion.
+Sofia dropped a penny in a wishing well. The penny fell to the bottom of the well as she made a wish."
+"Question: Which figure of speech is used in this text?
+The Kramer family is going to spend two weeks in Ocean City, but for Jim it will be a working vacation, since he'll be checking in with the office every day. | Choices: [oxymoron, hyperbole] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Working vacation is a contradiction, because going on a vacation implies that you are taking a break from work."
+"Question: Would you find the word greet on a dictionary page with the following guide words?
+gander - glider | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since greet is not between the guide words gander - glider, it would not be found on that page."
+"Question: Which figure of speech is used in this text?
+Harold's '64 Impala groaned as he turned the ignition. Yet again he resolved to refurbish it over the summer. | Choices: [metaphor, personification] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses personification, giving human characteristics to nonhuman things.
+Harold's '64 Impala groaned describes the car as if it were human."
+"Question: What information supports the conclusion that Hector inherited this trait? | Choices: [Hector's parents were born with straight hair. They passed down this trait to Hector., Hector and his father both have short hair.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Hector has straight hair."
+"Question: Does this passage describe the weather or the climate?
+Jack noticed that fall usually has mild temperatures. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Jack noticed that fall usually has mild temperatures.
+This passage tells you about the usual fall temperatures where Jack lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Is there a surplus or a shortage of tickets? | Choices: [surplus, shortage] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Identify shortage and surplus | Lecture: There is a surplus if there is too much for sale at a given price.
+There is a shortage if there is not enough for sale at a given price.
+Surpluses and shortages usually happen when people who are selling goods or services charge too much or too little.
+When the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.
+When the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage. | Solution: At the current price, there are too many tickets for sale. There are 300 tickets for sale, but only 200 people want to buy a ticket.
+So, there is a surplus of tickets. The ticket seller will not get any money for the leftover tickets. | Hint: There are 300 concert tickets for sale. Tickets cost $20 each. At that price, there are 200 people who want to buy a ticket."
+"Question: Is the following statement true or false?
+Plant cells do not have chloroplasts. | Choices: [false, true] | Task: true-or false | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Cell part functions: true or false | Lecture: nan | Solution: Plant cells do not have chloroplasts.
+This statement is false. Most plant cells have chloroplasts. Chloroplasts contain chlorophyll, the green substance that gives plants their color."
+"Question: Which logical fallacy is used in the text?
+All the popular guys at school are dyeing their hair purple, so you should, too! | Choices: [hasty generalization: a very broad claim based on very little evidence, bandwagon fallacy: the assumption that the popular choice is automatically correct] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that someone should dye his hair purple, because other people are dyeing their hair purple. However, even though some people are dyeing their hair purple, that doesn't necessarily mean that everyone else should. This illustrates a type of logical fallacy known as the bandwagon fallacy."
+"Question: Which text uses the word factoid in its traditional sense? | Choices: [As a geneticist, Justine dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field., As a geneticist, Justine enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses factoid in its traditional sense: something made up presented as a true fact.
+As a geneticist, Justine dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.
+The second text uses factoid in its nontraditional sense: a trivial but true fact.
+As a geneticist, Justine enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.
+Most style guides recommend to use the traditional sense of the word factoid because it is considered more standard."
+"Question: Which correctly shows the title of a movie? | Choices: [One fine Day, One Fine Day] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between.
+The correct title is One Fine Day."
+"Question: Which figure of speech is used in this text?
+Dr. Shepherd is unhappy with her new assistant because simple tasks, like fetching coffee, take him years to finish. | Choices: [hyperbole, oxymoron] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+Take him years to finish is an exaggeration, since it probably does not take him entire years to fetch coffee."
+"Question: What is the volume of a bowl of soup? | Choices: [10 gallons, 10 fluid ounces, 10 cups] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a bowl of soup is 10 fluid ounces.
+10 cups and 10 gallons are both too much. | Hint: Select the best estimate."
+"Question: What information supports the conclusion that Leslie acquired this trait? | Choices: [Leslie learned to speak two languages in school., Leslie's mother speaks one language.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Leslie speaks two languages."
+"Question: Select the living thing. | Choices: [shoe, opossum] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. Living things use this energy to grow and change. All living things grow and change during their lives.
+All living things sense changes in the world around them. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A shoe is not a living thing.
+Shoes do not have all of the traits of living things. They do not grow or respond to the world around them. They do not need food or water.
+An opossum is a living thing.
+Opossums grow and respond to the world around them. They need food and water."
+"Question: What is the temperature of the air on a cold, snowy day? | Choices: [21°F, 21°C] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Estimate temperatures | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
+212°F | Water boils | 100°C
+98.6°F | Body temperature | 37°C
+68°F | Room temperature | 20°C
+32°F | Water freezes | 0°C
+ | Solution: The better estimate for the temperature of the air on a cold, snowy day is 21°F.
+21°C is too hot. | Hint: Select the better estimate."
+"Question: What does the verbal irony in this text suggest?
+""Sleeping through the rooster's crowing was no problem,"" Dale joked with a yawn. | Choices: [Dale finds roosters amusing., Dale slept poorly.] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Sleeping through the rooster's crowing was no problem ironically suggests that Dale slept poorly. Dale was tired, so the rooster's crowing was clearly a problem."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Mr. King was reaching for the ladle in the gravy bowl when his wife took it away., Mr. King was reaching for the ladle in the gravy bowl when his wife took the ladle away.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun it could refer to the ladle or the gravy bowl.
+The first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the ladle.
+Mr. King was reaching for the ladle in the gravy bowl when his wife took the ladle away."
+"Question: What does the metaphor in this text suggest?
+Let us be grateful to people who make us happy; they are the charming gardeners who make our souls blossom.
+—Marcel Proust | Choices: [People who cultivate beautiful gardens make us happy., People nourish our souls when they make us happy.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town. | Solution: The text uses a metaphor, comparing two things that are not actually alike without using like or as.
+The metaphor they are the charming gardeners suggests that people nourish our souls when they make us happy. Like gardeners caring for flowers, our friends help our souls thrive and grow."
+"Question: When is Thanksgiving celebrated in the United States? | Choices: [on January 12, on the second Sunday of September, on the fourth Thursday of November, on December 5] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: civics | Skill: Thanksgiving | Lecture: nan | Solution: This is a symbol of the harvest. It shows fruits and vegetables that are picked in the fall.
+In the United States, Thanksgiving is celebrated on the fourth Thursday of November.
+In the past, Thanksgiving celebrated the harvest. It celebrated the food that was picked in the fall. So, Thanksgiving is celebrated in the fall, too."
+"Question: Which sentence is more formal? | Choices: [The president and prime minister discussed new trade regulations and announced that they were in agreement., The president and prime minister discussed new trade regulations and announced that they were on the same page.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The second sentence is less formal. You can tell because it uses an idiom (on the same page).
+The first sentence uses formal language in place of the idiom, so it is more formal overall."
+"Question: Does the sentence use a simile or a metaphor?
+The joking boys and girls are silly clowns. | Choices: [metaphor, simile] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: The joking boys and girls are silly clowns.
+The words boys and girls and clowns are compared without the word like or as. So, the sentence uses a metaphor."
+"Question: Which object has the least thermal energy? | Choices: [a 7-kilogram block of copper at a temperature of 17°C, a 7-kilogram block of copper at a temperature of 19°C, a 7-kilogram block of copper at a temperature of 27°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: All three blocks of copper have the same mass but different temperatures. Since the 17°C block is the coldest, it has the least thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: What is the mass of a small candy bar? | Choices: [45 kilograms, 45 grams] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a small candy bar is 45 grams.
+45 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: Compare the motion of two beluga whales. Which beluga whale was moving at a higher speed? | Choices: [a beluga whale that moved 10miles in 5hours, a beluga whale that moved 15miles in 5hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each beluga whale moved and the time it took to move that distance.
+One beluga whale moved 15 miles in 5 hours.
+The other beluga whale moved 10 miles in 5 hours.
+Notice that each beluga whale spent the same amount of time moving. The beluga whale that moved 15 miles moved a farther distance in that time. So, that beluga whale must have moved at a higher speed."
+"Question: What is the source of the allusion in the sentence below?
+Red velvet cupcakes were Brooke's Achilles's heel when she was trying to eat more healthily. | Choices: [a movie, Greek mythology] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Achilles's heel is Greek mythology.
+In Greek mythology, Achilles's mother dips him in a river that protects his body wherever it touches. His heel does not get wet, so it is the one part of his body left unprotected. During the Trojan War, an arrow hits Achilles in the heel and kills him.
+The allusion Achilles's heel means a sole weakness."
+"Question: How long is a long-distance running race? | Choices: [33 kilometers, 33 centimeters] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?
+The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.
+There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.
+There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. | Solution: The better estimate for the length of a long-distance running race is 33 kilometers.
+33 centimeters is too short. | Hint: Select the better estimate."
+"Question: Complete the statement. Assume that the water balloon's mass did not change.
+The gravitational potential energy stored between the water balloon and Earth () as the water balloon fell toward Nate. | Choices: [decreased, stayed the same, increased] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the water balloon and the center of Earth changed.
+Nate was lower than the balcony. As the water balloon fell toward Nate, the distance between the water balloon and the center of Earth decreased. So, the gravitational potential energy stored between the water balloon and Earth decreased as the water balloon fell toward Nate. | Hint: Read the text about an object in motion.
+Mariana dropped a water balloon off a balcony. The water balloon fell toward her friend Nate, who was standing below the balcony."
+"Question: Which sentence is more formal? | Choices: [Although penguins, ostriches, and kiwis are birds, they cannot fly., Penguins, ostriches, and kiwis can't fly, even though they are birds.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The first sentence is less formal. You can tell because it uses a contraction (can't).
+The second sentence does not use a contraction, so it is more formal."
+"Question: Use the evidence in the text to select the photosynthetic organism. | Choices: [Emerald tree boas eat only once every few months. The boas eat small animals, which their bodies break down for energy., Snake plants use carbon dioxide and water to make sugars. These plants use the sugars to get the energy they need to live.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify the photosynthetic organism | Lecture: Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy to turn water and carbon dioxide into sugars and oxygen.
+Photosynthetic organisms also often have the following characteristics:
+They are producers, which are organisms that make their own food inside their cells. Producers don't usually eat other organisms.
+Their cells contain chloroplasts. Chloroplasts are cell parts where photosynthesis occurs.
+Their chloroplasts often contain chlorophyll, which is green. Chlorophyll captures energy from sunlight to power photosynthesis.
+They use the sugars they make during photosynthesis as food. This food provides the organisms with the energy they need to live. | Solution: This organism is photosynthetic:
+The text tells you that snake plants use carbon dioxide and water to make sugars, and then use these sugars to get energy. This is evidence that the snake plant is a photosynthetic organism.
+This organism is not photosynthetic:
+The text does not provide evidence that the emerald tree boa is photosynthetic."
+"Question: Which tense does the sentence use?
+The mouse nibbles on the bread. | Choices: [future tense, past tense, present tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, nibbles. The verb ends in -s and tells you about something that is true or happening now."
+"Question: Based on this information, what is Undyne's phenotype for the body color trait? | Choices: [a golden body, bb] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Undyne's observable version of the body color trait is a golden body. So, Undyne's phenotype for the body color trait is a golden body. | Hint: In a group of guppies, some individuals have a gray body and others have a golden body. In this group, the gene for the body color trait has two alleles. The allele B is for a gray body, and the allele b is for a golden body.
+Undyne, a guppy from this group, has a golden body. Undyne has two alleles for a golden body."
+"Question: Which text uses the word terribly in its traditional sense? | Choices: [After the birth of their child, Brooke and Edwin hardly slept; for weeks, the newborn baby cried terribly throughout the night., After the birth of their child, Brooke and Edwin were terribly exhausted; for weeks, the newborn baby cried throughout the night.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses terribly in its traditional sense: in a terrible manner.
+After the birth of their child, Brooke and Edwin hardly slept; for weeks, the newborn baby cried terribly throughout the night.
+The second text uses terribly in its nontraditional sense: extremely; very.
+After the birth of their child, Brooke and Edwin were terribly exhausted; for weeks, the newborn baby cried throughout the night.
+Most style guides recommend to use the traditional sense of the word terribly because it is considered more standard."
+"Question: Which is a complete sentence? | Choices: [Steve and his brother exercise, they run on the track., The friends walk on the beach.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: The friends walk on the beach is a complete sentence. The subject is the friends, and the verb is walk."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Though Mr. Nelson loved the old house's charming kitchen, it was in serious need of repair., The old house was in serious need of repair, but Mr. Nelson loved its charming kitchen.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun it could refer to the house or the kitchen.
+Though Mr. Nelson loved the old house's charming kitchen, it was in serious need of repair.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+The old house was in serious need of repair, but Mr. Nelson loved its charming kitchen."
+"Question: Is grooming a dog a good or a service? | Choices: [a service, a good] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether grooming a dog is a good or a service, ask these questions:
+Is grooming a dog something you can touch? No.
+Is grooming a dog a job you might pay someone else to do? Yes.
+So, grooming a dog is a service."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Uncle adam,, Dear Uncle Adam,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Uncle Adam is capitalized because it is a proper noun."
+"Question: What do these two changes have in common?
+making jam
+a slice of banana turning brown | Choices: [Both are caused by heating., Both are caused by cooling., Both are only physical changes., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Making jam is a chemical change. It involves mixing fruit, sugar, and a substance called pectin.
+When these ingredients are mixed and cooked, the chemical bonds in their molecules are broken. The atoms then link together to form different molecules that make up the jam.
+A slice of banana turning brown is a chemical change. The part of the banana in contact with the air reacts with oxygen and turns into a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+The reaction that makes jam is caused by heating. But a slice of banana turning brown is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which is a run-on sentence? | Choices: [The conductor took tickets from everyone on the train., Mabel is from Greenpoint now she lives in Springdale.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Mabel is from Greenpoint now she lives in Springdale is a run-on sentence. It has two sentences that are joined without end punctuation: Mabel is from Greenpoint and Now she lives in Springdale."
+"Question: Which logical fallacy is used in the text?
+Ariana's shoes are superior, because they're made from one hundred percent snakeskin, not synthetic materials. | Choices: [red herring: the use of a completely unrelated topic or idea, appeal to nature: the assumption that natural things are always good] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Ariana's shoes are the best, because they're made with snakeskin rather than synthetic materials. However, even though the shoes are made from snakes, that doesn't necessarily mean that they are better. This illustrates a type of logical fallacy known as an appeal to nature."
+"Question: Which figure of speech is used in this text?
+Kaylee and Eddie had met before through mutual friends, but they had never been alone together until their first date. | Choices: [hyperbole, oxymoron] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Alone together is a contradiction, because being alone means by yourself, but together means with someone else."
+"Question: Based on this information, what is this pea plant's genotype for the pea shape gene? | Choices: [ee, wrinkled peas] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. The pea plant has two alleles for wrinkled peas (e). So, the plant's genotype for the pea shape gene is ee. | Hint: In a group of pea plants, some individuals have round peas and others have wrinkled peas. In this group, the gene for the pea shape trait has two alleles. The allele E is for round peas, and the allele e is for wrinkled peas.
+A certain pea plant from this group has wrinkled peas. This plant has two alleles for wrinkled peas."
+"Question: Which is a compound sentence? | Choices: [The artist prepared a canvas for a new oil painting., Devon shot the arrow, but she missed the target.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.
+Devon shot the arrow, but she missed the target."
+"Question: What does the verbal irony in this text suggest?
+""This is the best day of my life,"" Mr. Duran mumbled after his car broke down on the way to an important job interview. | Choices: [Mr. Duran liked fixing cars., Mr. Duran was having a bad day.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+The best day of my life ironically suggests that Mr. Duran was having a bad day. He was having the opposite of a good day because his car broke down when he needed to be on time."
+"Question: What is the mass of a fire truck? | Choices: [19 tons, 19 ounces, 19 pounds] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a fire truck is 19 tons.
+19 ounces and 19 pounds are both too light. | Hint: Select the best estimate."
+"Question: Does this passage describe the weather or the climate?
+It has not rained in over a week at Jaden's house. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+It has not rained in over a week at Jaden's house.
+This passage tells you about the precipitation last week at Jaden's house. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Which is a complete sentence? | Choices: [Kylie bought a red belt and a pink scarf., Her comfortable clothing and her warm coat.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Kylie bought a red belt and a pink scarf is a complete sentence. The subject is Kylie, and the verb is bought."
+"Question: What is the source of the allusion in the sentence below?
+After my father spoke, my mother shrugged as if to say there was no sense in trying to change an Archie Bunker. | Choices: [a movie, television] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Archie Bunker is television.
+In the television series All in the Family, working-class patriarch Archie Bunker is known for his politically incorrect opinions.
+The allusion Archie Bunker means a person who holds outdated prejudices."
+"Question: What do these two changes have in common?
+cutting a piece of rope
+water evaporating from a puddle | Choices: [Both are caused by heating., Both are caused by cooling., Both are only physical changes., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Cutting a piece of rope is a physical change. The rope is shorter after you cut it. But it is still made of the same type of matter as the uncut rope.
+Water evaporating from a puddle is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Water evaporating is caused by heating. But cutting a piece of rope is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What information supports the conclusion that Zack acquired this trait? | Choices: [Zack won a competition at his school with his jump rope tricks., Zack's sister taught him how to do tricks with a jump rope., Zack has three jump ropes, each made of a different material.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Zack knows how to do tricks with a jump rope."
+"Question: Is the following trait inherited or acquired?
+Kenji has five fingers on each hand. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Most humans are born with five fingers on each hand. So, having five fingers is an inherited trait."
+"Question: What does the euphemism in this text suggest?
+These five-inch heels make the perfect accessory for vertically challenged fashionistas. | Choices: [The heels are recommended for people with good balance., The heels are recommended for short people.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The euphemism vertically challenged suggests that the heels are recommended for short people. Vertically challenged is a playful way of referring to someone who is not very tall."
+"Question: Complete the sentence.
+Bleaching clothes is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Bleaching clothes is a chemical change. The bleach reacts with dark stains on the clothes. The reaction changes the stains into different types of matter that wash away easily."
+"Question: Two gold bars have the same temperature but different masses. Which gold bar has more thermal energy? | Choices: [the gold bar with less mass, the gold bar with more mass] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two gold bars have the same temperature and are made of the same type of matter. So, the gold bar with more mass has more thermal energy. | Hint: The objects are made of the same type of matter."
+"Question: Which text uses the word factoid in its traditional sense? | Choices: [The Summerfield Daily Mail was forced to issue a retraction after printing a factoid about Summerfield's founder. It turned out that the reporter had written the article based on local legend rather than researching the actual history., A reporter for the Summerfield Daily Mail dug up an amusing factoid about Summerfield's founder while researching for an article about the town's early years.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses factoid in its traditional sense: something made up presented as a true fact.
+The Summerfield Daily Mail was forced to issue a retraction after printing a factoid about Summerfield's founder. It turned out that the reporter had written the article based on local legend rather than researching the actual history.
+The first text uses factoid in its nontraditional sense: a trivial but true fact.
+A reporter for the Summerfield Daily Mail dug up an amusing factoid about Summerfield's founder while researching for an article about the town's early years.
+Most style guides recommend to use the traditional sense of the word factoid because it is considered more standard."
+"Question: Select the plant. | Choices: [Cherry trees can grow white or pink flowers., Howler monkeys eat leaves, fruit, and nuts.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A howler monkey is an animal. It eats leaves, fruit, and nuts.
+A howler monkey's tail can be longer than the rest of its body!
+A cherry tree is a plant. It can grow white or pink flowers.
+Many types of cherry trees come from Japan. Some of these trees have flowers, but no cherries!"
+"Question: What is the temperature of a cup of hot coffee? | Choices: [155°F, 155°C] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Estimate temperatures | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
+212°F | Water boils | 100°C
+98.6°F | Body temperature | 37°C
+68°F | Room temperature | 20°C
+32°F | Water freezes | 0°C
+ | Solution: The better estimate for the temperature of a cup of hot coffee is 155°F.
+155°C is too hot. | Hint: Select the better estimate."
+"Question: Complete the sentence.
+Blending a smoothie is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Blending a smoothie is a physical change. The fruit in the smoothie breaks into tiny pieces, but it is still made of the same type of matter."
+"Question: Using only these supplies, which question can Samuel investigate with an experiment? | Choices: [Do watercolor paintings dry faster when placed next to a fan?, Do watercolor paintings dry faster when they are placed inside or outside?, Does a large watercolor painting or a small watercolor painting dry faster?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Samuel is painting watercolor pictures with his friend. An hour after they have finished, Samuel notices one painting is dry but the other is not. He wonders what factors affect how quickly watercolor paintings dry. So, he decides to design an experiment. He has the following supplies available:
+two freshly painted watercolor pictures of the same size
+his dining room table
+a picnic table in his backyard
+a heater"
+"Question: Based on this information, what is Boba's phenotype for the fur length trait? | Choices: [long fur, short fur] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Boba's genotype for the fur length gene is FF. Boba's genotype of FF has only F allelles. The F allele is for short fur. So, Boba's phenotype for the fur length trait must be short fur.
+To check this answer, consider whether Boba's alleles are dominant or recessive. The allele for long fur (f) is recessive to the allele for short fur (F). This means F is a dominant allele, and f is a recessive allele.
+Boba's genotype of FF has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Boba's phenotype for the fur length trait must be short fur. | Hint: In a group of Syrian hamsters, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele for long fur (f) is recessive to the allele for short fur (F).
+Boba is a Syrian hamster from this group. Boba has the homozygous genotype FF for the fur length gene."
+"Question: Which sentence uses a simile? | Choices: [Reggie's eyes are bright green emeralds., Reggie's eyes are as green as emeralds.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: This sentence uses a simile:
+Reggie's eyes are as green as emeralds.
+The words eyes and emeralds are compared using the word as.
+This sentence uses a metaphor:
+Reggie's eyes are bright green emeralds.
+The words eyes and emeralds are compared without the word like or as."
+"Question: What is the source of the allusion in the sentence below?
+Ethan spoke at the city council meeting, claiming the new recycling regulations were draconian. | Choices: [a fable, Greek history] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion draconian is Greek history.
+Draco, a government official in seventh-century Athens, Greece, wrote a code of laws that called for severe punishments for even minor offenses.
+The allusion draconian means harsh."
+"Question: How long is a sunflower seed? | Choices: [16 millimeters, 16 kilometers, 16 meters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a sunflower seed is 16 millimeters.
+16 meters and 16 kilometers are both too long. | Hint: Select the best estimate."
+"Question: Using only these supplies, which question can Turner investigate with an experiment? | Choices: [Do cloth towels dry faster if they are hung in the laundry room or in the backyard?, Does a small cloth towel or a large cloth towel dry faster when hung in the backyard?, When hung in the laundry room, do black cloth towels or white cloth towels dry more quickly?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: After Turner cleans up a spill, he hangs a wet cloth towel in the laundry room. Two hours later, he notices that the towel has partially dried. He wonders what factors affect how cloth dries. So, he decides to design an experiment. He has the following supplies available:
+two identical white cloth towels
+water
+a clothesline in the laundry room
+a clothesline in the backyard"
+"Question: Which text uses the word random in its traditional sense? | Choices: [At the grocery store, Christine hastily grabbed fruits and vegetables at random, filling her shopping cart with a hodgepodge of food., Christine made a random trip to the grocery store, though her kitchen was already stocked with a hodgepodge of food.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses random in its traditional sense: made or occurring without a definite pattern.
+At the grocery store, Christine hastily grabbed fruits and vegetables at random, filling her shopping cart with a hodgepodge of food.
+The first text uses random in its nontraditional sense: odd or out of place.
+Christine made a random trip to the grocery store, though her kitchen was already stocked with a hodgepodge of food.
+Most style guides recommend to avoid using the nontraditional sense of the word random because it is generally considered incorrect."
+"Question: Which type of sentence is this?
+An avid reader, Brad attends weekly book club meetings, and he finishes several novels every month. | Choices: [compound-complex, simple, compound, complex] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+An avid reader, Brad attends weekly book club meetings, and he finishes several novels every month."
+"Question: What does the verbal irony in this text suggest?
+""This salsa could use a little more spice,"" Tristan said as he gulped down water and wiped tears from his eyes. | Choices: [The salsa was too spicy., The salsa was tasteless.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Could use a little more spice ironically suggests that the salsa was too spicy. Tristan gulped down water and wiped tears from his eyes, indications that the salsa was indeed too spicy."
+"Question: Which word does not rhyme? | Choices: [wed, fed, men] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words fed and wed rhyme. They both end with the ed sound.
+The word men does not rhyme. It ends with a different sound."
+"Question: What does the idiom in this text suggest?
+""Speak of the devil!"" Rachel declared when Felix strolled into the room. | Choices: [Rachel had just been speaking about Felix., Rachel didn't trust Felix.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom speak of the devil suggests that Rachel had just been speaking about Felix. People say this when the person they've just been speaking about coincidentally arrives, as if summoned."
+"Question: Select the one true statement. | Choices: [The Golgi directs cell activities by sending instructions to different parts of an animal cell., The nucleus of an animal cell does not have chromosomes., The cytoplasm fills and maintains the space inside an animal cell.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Compare cells and cell parts | Lecture: nan | Solution: nan"
+"Question: Select the plant. | Choices: [Moles eat insects and worms., Apple trees can grow fruit.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: An apple tree is a plant. It can grow fruit.
+People have been growing apples for thousands of years. There are more than 7,500 types of apples!
+A mole is an animal. It eats insects and worms.
+Moles live mostly underground."
+"Question: Which word would you find on a dictionary page with the following guide words?
+tear - top | Choices: [trailer, ticket] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since ticket is between the guide words tear - top, it would be found on that page."
+"Question: Which logical fallacy is used in the text?
+In January, we opened a new prison in town. By May, criminal activity had dropped. So, the new prison must have been the reason for the drop in crime. | Choices: [appeal to nature: the assumption that natural things are always good, false causation: the assumption that because two things happened together, one caused the other, hasty generalization: a broad claim based on too few observations] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that the new prison led to less criminal activity. However, that's not necessarily true. For instance, there might have been other factors that affected criminal activity, which were unrelated to the opening of the new prison. This illustrates a type of logical fallacy known as false causation."
+"Question: Which greeting is correct for a letter? | Choices: [Dear sanjay,, Dear Sanjay,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Sanjay is capitalized because it is a proper noun."
+"Question: Compare the motion of three sailboats. Which sailboat was moving at the highest speed? | Choices: [a sailboat that moved 40miles east in 5hours, a sailboat that moved 45miles north in 5hours, a sailboat that moved 15miles south in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. | Solution: Look at the distance each sailboat moved and the time it took to move that distance. The direction each sailboat moved does not affect its speed.
+Notice that each sailboat moved for 5 hours. The sailboat that moved 45 miles moved the farthest distance in that time. So, that sailboat must have moved at the highest speed."
+"Question: Which statement describes the canoe's motion? | Choices: [The canoe has a constant velocity., The canoe is accelerating.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Identify whether objects are accelerating | Lecture: An object's velocity describes its speed and its direction.
+An object has a constant velocity when neither its speed nor its direction is changing. So, an object has a constant velocity when the object is:
+moving in a straight line at a constant speed, or
+remaining motionless.
+If an object does not have a constant velocity, the object is accelerating. An object is accelerating when either its speed or its direction is changing. So, an object is accelerating when the object is:
+speeding up,
+slowing down, or
+changing direction. | Solution: The canoe is changing direction. So, the canoe is accelerating. | Hint: A canoe is turning to the left to avoid getting stuck in shallow water."
+"Question: What do these two changes have in common?
+rust forming on a metal gate
+burning a candle | Choices: [Both are chemical changes., Both are caused by heating., Both are only physical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Rust forming on a metal gate is a chemical change. As the gate rusts, the metal turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.
+Burning a candle is a chemical change. Both the wick and the melted wax burn. They react with oxygen in the air and turn into soot, carbon dioxide, and water.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Burning is caused by heating. But rust forming on a metal gate is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Compare the motion of two fish. Which fish was moving at a lower speed? | Choices: [a fish that moved 10miles in 10hours, a fish that moved 30miles in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each fish moved and the time it took to move that distance.
+One fish moved 10 miles in 10 hours.
+The other fish moved 30 miles in 10 hours.
+Notice that each fish spent the same amount of time moving. The fish that moved 10 miles moved a shorter distance in that time. So, that fish must have moved at a lower speed."
+"Question: Is the following statement true or false?
+A plant cell has a cell membrane. | Choices: [false, true] | Task: true-or false | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Cell part functions: true or false | Lecture: nan | Solution: A plant cell has a cell membrane.
+This statement is true. Every cell has a cell membrane. The cell membrane controls which substances enter and leave the cell."
+"Question: What is the volume of a paper drinking cup? | Choices: [110 liters, 110 milliliters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a paper drinking cup is 110 milliliters.
+110 liters is too much. | Hint: Select the better estimate."
+"Question: Complete the statement.
+Hydrogen fluoride is (). | Choices: [a compound, an elementary substance] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
+A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
+Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
+The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one atomic symbol.
+The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
+For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple atomic symbols.
+The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | Solution: You can tell whether hydrogen fluoride is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for hydrogen fluoride, HF, contains two atomic symbols: H for hydrogen and F for fluorine. So, the formula tells you that hydrogen fluoride is composed of two chemical elements bonded together.
+Since hydrogen fluoride is composed of multiple chemical elements bonded together, hydrogen fluoride is a compound. | Hint: Hydrogen fluoride is used to make chemicals that can help keep refrigerators cool. The chemical formula for hydrogen fluoride is HF."
+"Question: Based on this information, what is Kitty's genotype for the body hair gene? | Choices: [bb, a hairless body] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Kitty has two alleles for a hairless body (b). So, Kitty's genotype for the body hair gene is bb. | Hint: In a group of cats, some individuals have a hairy body and others have a hairless body. In this group, the gene for the body hair trait has two alleles. The allele B is for a hairy body, and the allele b is for a hairless body.
+Kitty, a cat from this group, has a hairless body. Kitty has two alleles for a hairless body."
+"Question: Select the one animal that has all of the mammal traits listed above. | Choices: [Adult tiger salamanders have moist, smooth skin with stripes. They live in burrows underground, but they begin their lives in water. Young tiger salamanders hatch from eggs with no shells underwater., Okapis have hair and live in forests in Central Africa. Female okapis feed their offspring milk. Adult okapis are herbivores. Herbivores are animals that are adapted to eat plants.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Mammals have the following traits:
+They feed their offspring milk.
+They have fur or hair.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A tiger salamander has the following traits:
+It spends part of its life in water and part on land.
+It has moist skin.
+It makes eggs with no shells.
+A tiger salamander does not have all of the traits of a mammal. A tiger salamander is an amphibian.
+An okapi has the following traits:
+It feeds its offspring milk.
+It has hair.
+An okapi has the traits of a mammal. An okapi is a mammal. | Hint: Mammals are a group of animals with similar traits. The following traits can be used to identify mammals:
+They feed their offspring milk.
+They have fur or hair. Observe the animals and read the descriptions."
+"Question: Which is a compound sentence? | Choices: [Malia will change the batteries in the radio tomorrow., Jon makes toast for breakfast, or he eats a banana later at school.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction or.
+Jon makes toast for breakfast, or he eats a banana later at school."
+"Question: Complete the statement.
+Bromomethane is (). | Choices: [an elementary substance, a compound] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
+A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
+Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
+The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one atomic symbol.
+The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
+For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple atomic symbols.
+The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | Solution: You can tell whether bromomethane is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for bromomethane, CH3 Br, contains three atomic symbols: C for carbon, H for hydrogen, and Br for bromine. So, the formula tells you that bromomethane is composed of three chemical elements bonded together.
+Since bromomethane is composed of multiple chemical elements bonded together, bromomethane is a compound. | Hint: Bromomethane was once used by farmers to kill harmful organisms in soil. It is no longer used because it damages the atmosphere's ozone layer. The chemical formula for bromomethane is CH3Br."
+"Question: Which is a compound sentence? | Choices: [You can make a quill pen with a goose feather., Colleen forgot to bring her dictionary, so she will borrow mine.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.
+Colleen forgot to bring her dictionary, so she will borrow mine."
+"Question: Which correctly shows the title of a play? | Choices: [""Aliens at School"", ***Aliens at School***] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A play should be in italics.
+The correct title is **Aliens at School**."
+"Question: Based on this information, what is this scarlet rosemallow plant's genotype for the flower color gene? | Choices: [white flowers, ff] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. The scarlet rosemallow plant has two alleles for white flowers (f). So, the plant's genotype for the flower color gene is ff. | Hint: In a group of scarlet rosemallow plants, some individuals have red flowers and others have white flowers. In this group, the gene for the flower color trait has two alleles. The allele F is for red flowers, and the allele f is for white flowers.
+A certain scarlet rosemallow plant from this group has white flowers. This plant has two alleles for white flowers."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Rick waved goodbye to Dan as his train pulled out of the station., As Dan's train pulled out of the station, Rick waved goodbye to him.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun his could refer to Rick or Dan.
+Rick waved goodbye to Dan as his train pulled out of the station.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+As Dan's train pulled out of the station, Rick waved goodbye to him."
+"Question: Which is a simple sentence? | Choices: [Last night we heard an owl outside in the oak tree., Marvin can iron this shirt, or he can wear a different one.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the simple sentence. It has one subject and predicate.
+Last night we heard an owl outside in the oak tree."
+"Question: Which type of sentence is this?
+As Colin sat down on the rickety old chair, it abruptly collapsed beneath him. | Choices: [compound, complex, compound-complex, simple] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.
+As Colin sat down on the rickety old chair, it abruptly collapsed beneath him."
+"Question: Which text uses the word literally in its traditional sense? | Choices: [Jen adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally hundreds of years old., Jen adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally a million years old.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses literally in its traditional sense: in a factual, non-exaggerated way.
+Jen adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally hundreds of years old.
+The first text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). The bridge is old, but it is not actually a million years old.
+Jen adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally a million years old.
+Most style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect."
+"Question: Select the animal. | Choices: [Ostriches run and walk., Maple trees have star-shaped leaves.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: An ostrich is an animal. It runs and walks.
+Ostriches are the largest living birds. They cannot fly, but they can run very fast.
+A maple tree is a plant. It has star-shaped leaves.
+Maple trees have green leaves in the spring and summer. In the fall, their leaves turn yellow, red, or brown."
+"Question: Which phrase has a more negative connotation? | Choices: [feeling stuffed, feeling full] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: Feeling stuffed has a more negative connotation. If you feel stuffed, you are uncomfortably full."
+"Question: Which word would you find on a dictionary page with the following guide words?
+catch - clench | Choices: [chatter, crowd] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since chatter is between the guide words catch - clench, it would be found on that page."
+"Question: Which sentence is more formal? | Choices: [The company mostly just wants to serve its locals., The company's main goal is to serve the local community.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The second sentence is less formal. You can tell because it uses conversational language (locals).
+The first sentence uses formal language in place of the conversational language, so it is more formal overall."
+"Question: Compare the motion of three geese. Which goose was moving at the lowest speed? | Choices: [a goose that moved 575kilometers south in 10hours, a goose that moved 920kilometers north in 10hours, a goose that moved 1,230kilometers south in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each goose moved and the time it took to move that distance. The direction each goose moved does not affect its speed.
+Notice that each goose moved for 10 hours. The goose that moved 575 kilometers moved the shortest distance in that time. So, that goose must have moved at the lowest speed."
+"Question: According to Newton's third law, what other force must be happening? | Choices: [The wheelchair is pushing on Quincy., The wheelchair is pulling on Quincy.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Predict forces using Newton's third law | Lecture: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
+For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Solution: Quincy is pushing on the wheelchair. So, Newton's third law tells you that the wheelchair is pushing on Quincy. | Hint: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
+Consider the following force:
+Quincy is pushing on his friend's wheelchair."
+"Question: What kind of sentence is this?
+Robert has never tried chocolate ice cream before, which I find astounding! | Choices: [interrogative, exclamatory, declarative] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence."
+"Question: Which type of sentence is this?
+An avid reader, Pete attends weekly book club meetings, and he finishes several novels every month. | Choices: [compound-complex, simple, compound, complex] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+An avid reader, Pete attends weekly book club meetings, and he finishes several novels every month."
+"Question: Is the following trait inherited or acquired?
+Shelby is good at knitting scarves. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to knit. Instead, many people learn how to knit. Knitting well takes practice. So, knitting well is an acquired trait. | Hint: Hint: People who can knit had to learn how to do it."
+"Question: Which logical fallacy is used in the text?
+Dillon, the company you work for just filed for bankruptcy! How can I trust you with our money? | Choices: [circular reasoning: an argument that supports a claim with the claim itself, guilt by association: a negative association intended to discredit someone or something] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Dillon must be fiscally irresponsible, because he works for a company that went bankrupt. However, even though his company is perceived as fiscally irresponsible, that doesn't necessarily mean that Dillon is, too. This illustrates a type of logical fallacy known as guilt by association."
+"Question: What do these two changes have in common?
+water freezing into ice
+a rock heating up in a campfire | Choices: [Both are chemical changes., Both are caused by cooling., Both are only physical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Water freezing into ice is a change of state. So, it is a physical change. The water changes from solid to liquid. But the ice is still made of the same type of matter as the liquid water.
+A rock heating up in a campfire is a physical change. The temperature of the rock goes up, but the rock is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+A rock heating up in a campfire is caused by heating. But water freezing into ice is not.
+Both are caused by cooling.
+Water freezing is caused by cooling. But a rock heating up in a campfire is not."
+"Question: Which word would you find on a dictionary page with the following guide words?
+sincere - sob | Choices: [sky, stub] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since sky is between the guide words sincere - sob, it would be found on that page."
+"Question: Last year, there were seven men's clothing stores on Main Street in Westminster. This year, there are only three. What probably happened to the overall supply of men's shirts in Westminster? | Choices: [The supply probably went down., The supply probably went up.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down."
+"Question: Would you find the word muzzle on a dictionary page with the following guide words?
+mar - moon | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since muzzle is not between the guide words mar - moon, it would not be found on that page."
+"Question: What information supports the conclusion that Abdul inherited this trait? | Choices: [Abdul and his siblings all have naturally straight hair., Abdul and his biological father have short hair., Abdul's biological mother often wears her naturally brown hair in a bun.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Abdul has naturally brown hair."
+"Question: What information supports the conclusion that Harper acquired this trait? | Choices: [Harper's scar was caused by an accident. She cut her leg when she was climbing a tree., Some scars fade more quickly than others.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Harper has a scar on her left leg."
+"Question: Complete the sentence.
+Compost rotting is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+A change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. | Solution: Compost forms from the remains of plants and animals, such as vegetable scraps and egg shells. Compost rotting is a chemical change. As the compost rots, it breaks down and turns into a different type of matter."
+"Question: What do these two changes have in common?
+a crayon melting in the sun
+mixing sand and water | Choices: [Both are chemical changes., Both are caused by heating., Both are only physical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A crayon melting in the sun is a change of state. So, it is a physical change. The crayon changes state from solid to liquid. The crayon is still made of wax, even after it melts.
+Mixing sand and water is a physical change. Adding water makes the sand wet. But both the sand and water are still made of the same type of matter as before.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+A crayon melting in the sun is caused by heating. But mixing sand and water is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Is this a run-on sentence?
+My favorite furniture company offers more than one hundred different fabrics to choose from you can order free fabric swatches to see what looks best with your decor. | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is a run-on sentence. It is formed from two sentences run together, joined without punctuation.
+My favorite furniture company offers more than one hundred different fabrics to choose from you can order free fabric swatches to see what looks best with your decor.
+Here is one way to fix the run-on sentence:
+My favorite furniture company offers more than one hundred different fabrics to choose from, and you can order free fabric swatches to see what looks best with your decor."
+"Question: What do these two changes have in common?
+stapling an envelope shut
+erosion caused by wind | Choices: [Both are chemical changes., Both are only physical changes., Both are caused by heating., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Stapling an envelope shut is a physical change. The envelope and the staple get new shapes. Both are still made of the same type of matter.
+Erosion caused by wind is a physical change. The wind carries away tiny pieces of rock. But the pieces of rock do not become a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Using only these supplies, which question can Alana investigate with an experiment? | Choices: [When placed in the sun, does a glass jar wrapped in a black cotton shirt heat up more than a glass jar wrapped in a white cotton shirt?, When placed in the sun, does a glass jar wrapped in cotton heat up more than a glass jar wrapped in wool?, When wrapped in a cotton shirt and placed in the sun, does a large jar or a small jar heat up more?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Alana is outside with her friend on a sunny day. Alana is wearing a light-colored shirt, and she notices that she feels colder than her friend, who is wearing a dark shirt. She wonders what factors affect how fabric warms an object. So, she decides to design an experiment. She has the following supplies available:
+a black cotton shirt
+a white cotton shirt
+two identical empty glass jars
+two thermometers"
+"Question: Which is a run-on sentence? | Choices: [The class chuckles at Ms. Soto's joke., It is a hot day the breeze feels nice.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: It is a hot day the breeze feels nice is a run-on sentence. It has two sentences that are joined without end punctuation: It is a hot day and The breeze feels nice."
+"Question: Use the evidence in the text to select the photosynthetic organism. | Choices: [Brown-throated sloths are mammals that live in the rainforests of Central and South America. These sloths eat young leaves from rainforest trees., Kapok trees are found in tropical rainforests. The leaves of these trees use energy from sunlight to make food.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify the photosynthetic organism | Lecture: Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy to turn water and carbon dioxide into sugars and oxygen.
+Photosynthetic organisms also often have the following characteristics:
+They are producers, which are organisms that make their own food inside their cells. Producers don't usually eat other organisms.
+Their cells contain chloroplasts. Chloroplasts are cell parts where photosynthesis occurs.
+Their chloroplasts often contain chlorophyll, which is green. Chlorophyll captures energy from sunlight to power photosynthesis.
+They use the sugars they make during photosynthesis as food. This food provides the organisms with the energy they need to live. | Solution: This organism is photosynthetic:
+The text tells you that kapok trees use energy from sunlight to make food. This is evidence that the kapok tree is a photosynthetic organism.
+This organism is not photosynthetic:
+The text does not provide evidence that the brown-throated sloth is photosynthetic."
+"Question: How long is a soccer field? | Choices: [375 feet, 375 inches, 375 yards] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a soccer field is 375 feet.
+375 inches is too short and 375 yards is too long. | Hint: Select the best estimate."
+"Question: What information supports the conclusion that Shivani acquired this trait? | Choices: [Shivani is most interested in American history., Shivani learned history by reading.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Shivani knows a lot about history."
+"Question: How long is a hammer? | Choices: [9 yards, 9 inches] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?
+The number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.
+There are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.
+There are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. | Solution: The better estimate for the length of a hammer is 9 inches.
+9 yards is too long. | Hint: Select the better estimate."
+"Question: How long is a tennis racket? | Choices: [27 inches, 27 yards] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?
+The number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.
+There are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.
+There are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. | Solution: The better estimate for the length of a tennis racket is 27 inches.
+27 yards is too long. | Hint: Select the better estimate."
+"Question: Based on this information, what is Juniper's phenotype for the horns trait? | Choices: [not having horns, HH] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Juniper's observable version of the horns trait is not having horns. So, Juniper's phenotype for the horns trait is not having horns. | Hint: In a group of cows, some individuals have horns and others do not. In this group, the gene for the horns trait has two alleles. The allele H is for not having horns, and the allele h is for having horns.
+Juniper, a cow from this group, does not have horns. Juniper has two alleles for not having horns."
+"Question: Which word would you find on a dictionary page with the following guide words?
+fashion - fleece | Choices: [frantic, fifth] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since fifth is between the guide words fashion - fleece, it would be found on that page."
+"Question: What is the mass of a fire truck? | Choices: [17 tons, 17 pounds, 17 ounces] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a fire truck is 17 tons.
+17 ounces and 17 pounds are both too light. | Hint: Select the best estimate."
+"Question: Which sentence states a fact? | Choices: [Brazil's flag is green with a yellow diamond and a blue circle., The design of Brazil's flag reflects a lack of imagination.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The second sentence states a fact.
+Brazil's flag is green with a yellow diamond and a blue circle.
+It can be proved by looking at a Brazilian flag.
+The first sentence states an opinion.
+The design of Brazil's flag reflects a lack of imagination.
+Lack of imagination shows what a person believes, thinks, or feels. Another person might have a different opinion about how imaginative the design is."
+"Question: Using only these supplies, which question can Jonathan investigate with an experiment? | Choices: [Is the pet lizard more active when it is fed insects or lettuce?, Is the pet lizard more active when its tank is heated with one heating lamp or with two heating lamps?, Is the pet lizard more active when it is fed crickets or mealworms?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Jonathan has a pet lizard. Jonathan notices that on some days, the lizard is active and runs around the tank. On other days, the lizard hardly moves at all. Jonathan wonders what factors affect how active his lizard is. So, he decides to design an experiment. He has the following supplies available:
+one pet lizard
+live crickets
+live mealworms
+one heating lamp"
+"Question: Which greeting is correct for a letter? | Choices: [Dear grandma megan,, Dear Grandma Megan,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Grandma Megan is capitalized because it is a proper noun."
+"Question: What information supports the conclusion that Julian acquired this trait? | Choices: [Julian likes to fly a kite with his younger brother., Julian's neighbor taught him how to repair a kite., Julian's friend taught him how to fly a kite.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Julian knows how to fly a kite."
+"Question: Which tense does the sentence use?
+Heather learns about her ancestors in the book. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, learns. The verb ends in -s and tells you about something that is true or happening now."
+"Question: Which word does not rhyme? | Choices: [cave, wave, dash] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the ip sound.
+The words lake and make rhyme. They both end with the ake sound.
+The words tip and lake don't rhyme. They end with different sounds. | Solution: The words wave and cave rhyme. They both end with the ave sound.
+The word dash does not rhyme. It ends with a different sound."
+"Question: Select the elementary substance. | Choices: [bromomethane (CH3Br), water (H2O), diamond (C)] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Identify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for diamond contains one symbol: C for carbon. So, diamond is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, diamond is an elementary substance. The chemical formula for bromomethane contains three symbols: C for carbon, H for hydrogen, and Br for bromine. So, bromomethane is made of three chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, bromomethane is a compound, not an elementary substance. The chemical formula for water contains two symbols: H for hydrogen and O for oxygen. So, water is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, water is a compound, not an elementary substance."
+"Question: Which figure of speech is used in this text?
+Although David hasn't worked in years, his mother prefers to say that he's between jobs right now. | Choices: [euphemism, oxymoron] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Between jobs is an indirect way of saying unemployed."
+"Question: What information supports the conclusion that Mackenzie acquired this trait? | Choices: [Mackenzie's friends like to make chili with her., When Mackenzie was young, her grandmother taught her how to cut chili peppers., Mackenzie learned how to make chili from a recipe book.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Mackenzie knows how to make chili."
+"Question: Select the living thing. | Choices: [cave, cobra, toy car, ferris wheel] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
+All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
+All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A toy car is not a living thing.
+If this toy car is wound up, it will roll forward. But toy cars do not have all of the traits of living things. They do not grow. They do not need food or water.
+A cave is not a living thing.
+A cave may have animals or plants living inside. But a cave does not have all the traits of a living thing. A cave does not need food or water.
+A cobra is a living thing.
+Cobras grow and respond to their environment. They need food and water. Cobras are made up of many cells.
+A ferris wheel is not a living thing.
+A ferris wheel does not have all the traits of a living thing. It moves in a circle, but it does not grow. It does not need food or water."
+"Question: Which text uses the word terribly in its traditional sense? | Choices: [Josiah shivered terribly as he gazed at the snow-clad slope. After calming his nerves, he began his descent., Josiah shivered as he gazed at the terribly steep, snowy slope. After calming his nerves, he began his descent.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses terribly in its traditional sense: in a terrible manner.
+Josiah shivered terribly as he gazed at the snow-clad slope. After calming his nerves, he began his descent.
+The second text uses terribly in its nontraditional sense: extremely; very.
+Josiah shivered as he gazed at the terribly steep, snowy slope. After calming his nerves, he began his descent.
+Most style guides recommend to use the traditional sense of the word terribly because it is considered more standard."
+"Question: Which correctly shows the title of a TV show? | Choices: [Liv and Maddie, Liv and maddie] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word and is not important, so it should not be capitalized.
+The correct title is Liv and Maddie."
+"Question: Which tense does the sentence use?
+I tell Shelley my opinions about her music. | Choices: [past tense, present tense, future tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, tell. The verb tells you about something that is true or happening now."
+"Question: Complete the sentence.
+Baking an apple pie is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two ways matter can change.
+In a chemical change, the type of matter changes.
+Burning a piece of paper is a chemical change. The paper changes into ash and smoke.
+In a physical change, the type of matter stays the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+Ice melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. | Solution: Baking an apple pie is a chemical change. The type of matter in the pie changes. The apples become soft, and the crust turns brown."
+"Question: Which phrase has a more negative connotation? | Choices: [a box crammed with documents, a box filled with documents] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: A box crammed with documents has a more negative connotation. Crammed and filled both denote being full. However, crammed suggests something has been overfilled or filled in a hasty, disorderly way."
+"Question: Using only these supplies, which question can Janet investigate with an experiment? | Choices: [When placed in the sun, will eight ounces of water in a glass jar or eight ounces of water in a plastic cup get warmer?, When placed in the sun, will eight ounces of water in a closed jar or eight ounces of water in an open jar get warmer?, Will eight ounces of carbonated water or eight ounces of tap water get warmer when placed in a jar in the sun?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Janet leaves a glass jar of cold tea outside in full sunlight. When she goes to get it, she notices that the tea is warm. She wonders what factors affect how warm a liquid gets from sitting in the sunlight. So, she decides to design an experiment. She has the following supplies available:
+two identical glass jars
+two jar lids
+tap water
+a measuring cup
+two thermometers"
+"Question: Based on this information, what is Peaches's phenotype for the leg color trait? | Choices: [white legs, yellow legs] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Peaches's genotype for the leg color gene is ll. Peaches's genotype of ll has only l alleles. The l allele is for yellow legs. So, Peaches's phenotype for the leg color trait must be yellow legs.
+To check this answer, consider whether Peaches's alleles are dominant or recessive. The allele for white legs (L) is dominant over the allele for yellow legs (l). This means L is a dominant allele, and l is a recessive allele.
+Peaches's genotype of ll has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Peaches's phenotype for the leg color trait must be yellow legs. | Hint: In a group of chickens, some individuals have white legs and others have yellow legs. In this group, the gene for the leg color trait has two alleles. The allele for white legs (L) is dominant over the allele for yellow legs (l).
+Peaches is a chicken from this group. Peaches has the homozygous genotype ll for the leg color gene."
+"Question: What is the mass of an apple? | Choices: [80 kilograms, 80 grams] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of an apple is 80 grams.
+80 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: Select the plant. | Choices: [Penguins walk and swim., Humans eat plants and animals., Chili peppers have green leaves., Manta rays swim underwater.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A chili pepper is a plant. It has many green leaves.
+Chili peppers give food a spicy flavor.
+A penguin is an animal. It walks and swims.
+A penguin is a bird that lives near water. Penguins cannot fly! They use their wings to swim.
+A manta ray is an animal. It swims underwater.
+Manta rays are fish. They have triangle-shaped fins.
+A human is an animal! Humans eat plants and animals.
+Humans are primates. Monkeys and apes are also primates."
+"Question: Using only these supplies, which question can Michelle investigate with an experiment? | Choices: [Do round rocks or flat rocks skip more times when thrown across the river?, Do small rocks or large rocks skip more times when thrown across the river?, Do rocks skip more times when thrown across a river or across a pond?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Michelle likes to skip rocks at the river. She notices that some of the rocks she throws skip off the surface of the water many times, while others skip once and then sink. She wonders what factors affect how well rocks skip on the water. So, she decides to design an experiment. She has the following supplies available:
+10 small flat rocks
+10 large flat rocks
+access to the river by her school"
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Mrs. Hancock told her friend that she needs to exercise on a regular basis and get more sleep in order to have more energy throughout the day., Mrs. Hancock told her friend to exercise on a regular basis and get more sleep in order to have more energy throughout the day.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun she could refer to Mrs. Hancock or her friend.
+Mrs. Hancock told her friend that she needs to exercise on a regular basis and get more sleep in order to have more energy throughout the day.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Mrs. Hancock told her friend to exercise on a regular basis and get more sleep in order to have more energy throughout the day."
+"Question: Which sentence is more formal? | Choices: [To succeed here, students are expected to set aside several hours a day for studying., To succeed here, students are expected to hit the books for several hours a day.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The second sentence is less formal. You can tell because it uses an idiom (hit the books).
+The first sentence uses formal language in place of the idiom, so it is more formal overall."
+"Question: What does Día de los Muertos mean? | Choices: [Labor Day, Mother's Day, Day of the Dead, Festival of Lights] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: culture | Skill: Día de los Muertos | Lecture: nan | Solution: Día de los Muertos is Spanish for Day of the Dead. It is a celebration of friends and family members who have died.
+Día de los Muertos is a happy holiday. People believe that the souls of the dead come back to visit on Día de los Muertos. To welcome the spirits, people make altars with food, candles, and flowers. An altar is a special platform or table where people place offerings. People also clean and decorate the graves of their loved ones."
+"Question: Which tense does the sentence use?
+We will wait outside for Katie. | Choices: [present tense, past tense, future tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, wait. The verb tells you about something that is going to happen."
+"Question: Which tense does the sentence use?
+Both men and women work in the field. | Choices: [future tense, present tense, past tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, work. The verb tells you about something that is true or happening now."
+"Question: Suppose Liz decides to go as a ghost. Which result would be a cost? | Choices: [Liz will spend some time and money to get the costume., Liz will get to wear the costume she is more excited about.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Liz wants or needs:
+Liz will spend some time and money to get the costume. | Hint: Liz is deciding whether to go as a ghost or a superhero to a costume party. She would rather go as a ghost. But she already has a superhero costume."
+"Question: What is the volume of a ketchup packet? | Choices: [5 milliliters, 5 liters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a ketchup packet is 5 milliliters.
+5 liters is too much. | Hint: Select the better estimate."
+"Question: Select the vertebrate. | Choices: [poison frog, bess beetle] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have a hard outer cover on their body. Other invertebrates have a soft body. | Solution: A bess beetle is an insect. Like other insects, a bess beetle is an invertebrate. It does not have a backbone. It has a hard outer cover.
+A poison frog is an amphibian. Like other amphibians, a poison frog is a vertebrate. It has a backbone. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Compare the motion of three ships. Which ship was moving at the lowest speed? | Choices: [a ship that moved 720kilometers west in 10hours, a ship that moved 695kilometers east in 10hours, a ship that moved 180kilometers west in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each ship moved and the time it took to move that distance. The direction each ship moved does not affect its speed.
+Notice that each ship moved for 10 hours. The ship that moved 180 kilometers moved the shortest distance in that time. So, that ship must have moved at the lowest speed."
+"Question: Which is a compound sentence? | Choices: [The camera isn't working, so the battery must be dead., The artist prepared a canvas for a new oil painting.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.
+The camera isn't working, so the battery must be dead."
+"Question: What information supports the conclusion that Tammy acquired this trait? | Choices: [Tammy learned to speak two languages in school., Tammy's mother speaks one language.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Tammy speaks two languages."
+"Question: Assume all other forces on Devon are balanced. Which statement describes the forces on Devon? | Choices: [The forces are unbalanced, so there is a net force on Devon., The forces are balanced, so there is no net force on Devon.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Balanced and unbalanced forces | Lecture: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
+When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
+When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | Solution: To determine if there is a net force on Devon, look at the forces:
+Earth's gravity is pulling Devon down with a force of 600 N.
+The seat of the cart is pushing Devon up with a force of 1,200 N.
+The forces are in opposite directions, and the forces have different magnitudes: 600 N and 1,200 N. This means that the forces are unbalanced, so there is a net force on Devon. | Hint: Devon is sitting on a roller coaster cart as it reaches the bottom of a big loop. Earth's gravity is pulling down on Devon with a force of 600N. The seat of the cart is pushing up on Devon with a force of 1,200N."
+"Question: What does the idiom in this text suggest?
+In such an unfamiliar environment, Emmett was a fish out of water. | Choices: [Emmett had not visited that location before., Emmett felt out of place.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom a fish out of water suggests that Emmett felt out of place. A fish out of water is someone out of his or her usual, comfortable environment."
+"Question: Which logical fallacy is used in the text?
+Kimi has no school spirit—she never comes to any of our football games. | Choices: [false dichotomy: an argument that presents only two choices when more options exist, ad hominem: a personal attack against one's opponent] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Kimi doesn't have school spirit, because she doesn't go to football games. However, there may be a number of reasons why Kimi doesn't go to football games. This illustrates a type of logical fallacy known as a false dichotomy."
+"Question: What does the personification in this text suggest?
+There was never a sound beside the wood but one,
+And that was my long scythe whispering to the ground.
+—Robert Frost, ""Mowing"" | Choices: [The scythe gently touched the ground., The scythe made a soft swishing sound.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind. | Solution: The text uses personification, giving human characteristics to nonhuman things.
+Whispering suggests that the scythe made a soft swishing sound. A whisper is a quiet way of speaking, and a scythe cutting through grass would make a gentle swishing sound similar to a whisper."
+"Question: Complete the statement.
+During this chemical reaction, the solution becomes (). | Choices: [colder, warmer] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: chemistry | Skill: Describe energy changes in chemical reactions | Lecture: During a chemical reaction, thermal energy is absorbed or released as heat. This transfer of thermal energy changes the temperature of the reaction's surroundings. The surroundings are everything around the reaction, such as the solution that the reaction takes place in or the air nearby.
+Some reactions release thermal energy into the surroundings. This thermal energy is converted from chemical energy, which is provided by the molecules in the reaction. As the thermal energy moves out of the reaction and into the surroundings, the temperature of the surroundings increases.
+Some reactions absorb thermal energy from the surroundings. This thermal energy is converted into chemical energy during the reaction. As the thermal energy moves out of the surroundings and into the reaction, the temperature of the surroundings decreases. | Solution: To determine whether the solution becomes warmer or colder, look for the text that describes the movement of thermal energy during the reaction.Dutch chocolate is a special type of chocolate that has a dark color and a mild flavor. It is made by treating chocolate with a solution of water and sodium hydroxide (NaOH). When sodium hydroxide dissolves in water, sodium ions (Na+) and hydroxide ions (OH−) form in the solution. During this process, chemical energy is converted to thermal energy, which flows into the surroundings.The underlined text tells you that thermal energy flows into the surroundings. Because thermal energy moves out of the reaction and into the surroundings, the temperature of the surroundings increases.The surroundings include the solution that the reaction takes place in. So, the solution becomes warmer. | Hint: When a chemical reaction absorbs or releases thermal energy, the reaction causes a change in temperature. Read the passage about a chemical reaction that absorbs or releases thermal energy. Then, follow the instructions below.
+Dutch chocolate is a special type of chocolate that has a dark color and a mild flavor. It is made by treating chocolate with a solution of water and sodium hydroxide (NaOH). When sodium hydroxide dissolves in water, sodium ions (Na+) and hydroxide ions (OH−) form in the solution. During this process, chemical energy is converted to thermal energy, which flows into the surroundings."
+"Question: Look at the word. Does it have a closed syllable or an open syllable?
+frost | Choices: [open, closed] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: word-study | Skill: Is the syllable open or closed? | Lecture: Words are made up of syllables. Two kinds of syllables are closed and open.
+A closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.
+desk: short e
+kit / ten: short i / short e
+An open syllable ends with one vowel. It usually has a long vowel sound.
+go: long o
+he / ro: long e / long o
+Some open syllables end with y. The y makes a long e sound or a long i sound.
+sky: long i
+ba / by: long a / long e | Solution: The word frost ends with a consonant and has a short vowel sound. So, it has a closed syllable."
+"Question: How long is a limousine? | Choices: [9 inches, 9 feet, 9 yards] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a limousine is 9 yards.
+9 inches and 9 feet are both too short. | Hint: Select the best estimate."
+"Question: Based on this information, what is Phoenix's phenotype for the cheek color trait? | Choices: [bright orange cheeks, RR] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Phoenix's observable version of the cheek color trait is bright orange cheeks. So, Phoenix's phenotype for the cheek color trait is bright orange cheeks. | Hint: In a group of cockatiels, some individuals have bright orange cheeks and others have pale orange cheeks. In this group, the gene for the cheek color trait has two alleles. The allele R is for bright orange cheeks, and the allele r is for pale orange cheeks.
+Phoenix, a cockatiel from this group, has bright orange cheeks. Phoenix has two alleles for bright orange cheeks."
+"Question: The city of Dover has been one of the world's biggest makers of cough drops for many years. But last month, Dover's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops? | Choices: [The supply will probably go down., The supply will probably go up.] | Task: closed choice | Subject: social science | Grade: grade6 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Floods destroyed the cough drop factories in Dover. The number of producers of cough drops went down. So, the supply of cough drops will probably go down."
+"Question: Complete the sentence so that it uses personification.
+The frozen waffles, now deliciously warm and brown, () from the toaster. | Choices: [popped up, leaped] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word leaped. It describes the waffles as if they were people who jump into the air."
+"Question: Which egg has more thermal energy? | Choices: [the colder egg, the hotter egg] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two eggs are made of the same material and have the same mass. So, the hotter egg has more thermal energy. | Hint: Two eggs are identical except for their temperatures."
+"Question: Suppose Tammy decides to make onion soup. Which result would be a cost? | Choices: [The onion soup will be tastier than the egg drop soup would have been., Tammy will spend more time making the onion soup than she would have spent making the egg drop soup.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Tammy wants or needs:
+Tammy will spend more time making the onion soup than she would have spent making the egg drop soup. | Hint: Tammy is deciding whether to make onion soup or egg drop soup for dinner. She wants dinner to be as tasty as possible. But she is also hungry and wants to eat soon."
+"Question: Select the part whose main job is to help an animal cell make proteins. | Choices: [vacuoles, endoplasmic reticulum, mitochondria, cytoplasm] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Identify functions of animal cell parts | Lecture: Animal cells are made up of many different parts. Each cell part has a function that helps the cell survive and grow.
+Some cell parts are called organelles. Organelles are cell structures that are surrounded by their own membranes. Here are some of the organelles in animal cells:
+Mitochondria help the cell get the energy it needs. Mitochondria break down sugar and release energy that the cell can use for all of its activities.
+The nucleus directs cell activities by sending instructions to different parts of the cell. The nucleus contains structures called chromosomes. The chromosomes are made mostly of hereditary material called DNA. DNA contains information that the cell uses for growth and activities. These instructions tell ribosomes how to build molecules called proteins, which make up cell structures and help chemical reactions happen in the cell.
+The endoplasmic reticulum is an organelle that helps ribosomes build proteins. The nucleus sends instructions for making proteins to ribosomes. Ribosomes can attach to the endoplamic reticulum. The endoplasmic reticulum and ribosomes use these instructions to make proteins that the cell needs to survive and grow.
+After proteins are made in the endoplasmic reticulum, they can be transferred to the Golgi. The Golgi is an organelle made up of flat, stacked membranes. The Golgi sorts and packages proteins and other substances. Then, the Golgi sends these substances to different parts of the cell. Some of these substances are sent to the cell membrane and released from the cell.
+Animal cells also have organelles for storage and waste removal. The vacuoles store sugar and other nutrients. The lysosomes break down worn-out cell parts and other waste. Animal cells usually have several vacuoles and lysosomes.
+Other cell parts are not surrounded by their own membranes. These cell parts are not organelles.
+The cell membrane is a thin layer that surrounds and protects the cell. This layer is a membrane, but it does not have a membrane surrounding it, so it is not an organelle. The cell membrane controls which substances enter and leave the cell.
+The cytoplasm is a thick liquid that fills the space inside the cell. The cytoplasm also helps the cell keep its shape and supports the other cell parts. | Solution: The endoplasmic reticulum helps the cell make proteins. Instructions for making proteins are sent to ribosomes. Ribosomes can attach to the endoplamic reticulum and use the instructions to make proteins."
+"Question: What kind of sentence is this?
+Scarlett felt intimidated by the steep cliff that she faced on her first rock-climbing adventure. | Choices: [declarative, interrogative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement and always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An interrogative sentence asks a question and always ends with a question mark.
+Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
+An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence is a statement and ends with a period. It is a declarative sentence."
+"Question: Based on this information, what is Millie's phenotype for the body hair trait? | Choices: [a hairless body, a hairy body] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Millie's genotype for the body hair gene is bb. Millie's genotype of bb has only b alleles. The b allele is for a hairless body. So, Millie's phenotype for the body hair trait must be a hairless body.
+To check this answer, consider whether Millie's alleles are dominant or recessive. The allele for a hairless body (b) is recessive to the allele for a hairy body (B). This means B is a dominant allele, and b is a recessive allele.
+Millie's genotype of bb has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Millie's phenotype for the body hair trait must be a hairless body. | Hint: In a group of cats, some individuals have a hairy body and others have a hairless body. In this group, the gene for the body hair trait has two alleles. The allele for a hairless body (b) is recessive to the allele for a hairy body (B).
+Millie is a cat from this group. Millie has the homozygous genotype bb for the body hair gene."
+"Question: Complete the statement.
+Tin is (). | Choices: [an elementary substance, a compound] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: You can tell whether tin is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for tin is Sn. This formula contains one symbol: Sn. So, the formula tells you that tin is made of one chemical element.
+Substances made of only one chemical element are elementary substances. So, tin is an elementary substance. | Hint: Tin is a metal used to make cans that hold food. The chemical formula for tin is Sn."
+"Question: Is a shirt a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a shirt is a good or a service, ask these questions:
+Is a shirt something you can touch? Yes.
+Is a shirt a job you might pay someone else to do? No.
+So, a shirt is a good."
+"Question: What is the source of the allusion in the sentence below?
+When the vase broke, my notoriously clumsy younger brother served as the scapegoat. | Choices: [British history, the Bible] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion scapegoat is the Bible.
+The Bible's book of Leviticus describes a tradition of sacrificing an innocent goat to atone for humanity's sins.
+The allusion scapegoat means a person who is unjustly blamed."
+"Question: Which press release is more formal? | Choices: [On Nov. 19, musicians from all over town will battle it out in the fourth annual Jam-a-thon, happening at the amphitheater., On November 19, the Springdale Amphitheater will host area musicians vying for top honors in the fourth annual Jam-a-thon.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second press release is more formal. It uses more elevated language (area musicians, top honors). The other press release uses idioms (battle it out) and abbreviations (Nov.)."
+"Question: What is the volume of a bathtub? | Choices: [230 milliliters, 230 liters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a bathtub is 230 liters.
+230 milliliters is too little. | Hint: Select the better estimate."
+"Question: What does the allusion in this text suggest?
+With the gutters clogged and water rising in the streets, Pam, who was watching the storm from her window, commented, ""We're going to need an ark to get out of here."" | Choices: [Pam wants to protect her possessions., Pam thinks the storm will cause major flooding.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Interpret the figure of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+The allusion to an ark suggests that Pam thinks the storm will cause major flooding. In the Bible, it rains for forty days and forty nights; Noah, his family, and animals of every species survive the great flood in an ark that he builds."
+"Question: Rosh Hashanah is an important holiday in which religion? | Choices: [Islam, Judaism, Buddhism, Christianity] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: culture | Skill: Rosh Hashanah | Lecture: nan | Solution: Rosh Hashanah is a holiday in the religion of Judaism. Followers of Judaism are known as Jews."
+"Question: Which word does not rhyme? | Choices: [bite, kite, vote] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words bite and kite rhyme. They both end with the ite sound.
+The word vote does not rhyme. It ends with a different sound."
+"Question: What is the volume of a kiddie pool? | Choices: [290 fluid ounces, 290 cups, 290 gallons] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a kiddie pool is 290 gallons.
+290 fluid ounces and 290 cups are both too little. | Hint: Select the best estimate."
+"Question: What is the temperature of the air inside of a freezer? | Choices: [18°F, 18°C] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Estimate temperatures | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
+212°F | Water boils | 100°C
+98.6°F | Body temperature | 37°C
+68°F | Room temperature | 20°C
+32°F | Water freezes | 0°C
+ | Solution: The better estimate for the temperature of the air inside of a freezer is 18°F.
+18°C is too hot. | Hint: Select the better estimate."
+"Question: Which is a run-on sentence? | Choices: [Sophia is from Springdale now she lives in Washington., The curious girl looked into the damp cellar.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Sophia is from Springdale now she lives in Washington is a run-on sentence. It has two sentences that are joined without end punctuation: Sophia is from Springdale and Now she lives in Washington."
+"Question: Which greeting is correct for a letter? | Choices: [dear Jon,, Dear Jon,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Jon is capitalized because it is a proper noun."
+"Question: What does the hyperbole in this text suggest?
+Our supervisor is very stressed right now; she has a mountain of paperwork on her desk that she needs to finish by tomorrow. | Choices: [The supervisor's paperwork is stacked precariously on her desk., The supervisor has a lot of paperwork to do.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Interpret the figure of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode! | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+The hyperbole mountain of paperwork suggests that the supervisor has a lot of paperwork to do. The stack of paperwork on the supervisor's desk is not literally as tall as a mountain."
+"Question: Which correctly shows the title of a magazine? | Choices: [""First for Women"", ***First for Women***] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A magazine should be in italics.
+The correct title is **First for Women**."
+"Question: Suppose Kurt decides to buy a copy of the book. Which result would be a cost? | Choices: [Kurt will get to keep the book as long as he wants., Kurt will spend money to buy the book.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Kurt wants or needs:
+Kurt will spend money to buy the book. | Hint: Kurt is deciding whether to buy a copy of a book or borrow it from the library. He would like to be able to keep the book as long as he wants, but buying the book would cost money. He could borrow the book for free, but he would have to return it in a few weeks."
+"Question: Which sentence states a fact? | Choices: [The American red squirrel, or Tamiasciurus hudsonicus, looks graceful as it leaps from tree to tree., Born blind, baby squirrels depend on their mothers for two to three months after birth.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved by research or observation.
+Napoleon Bonaparte was shorter than King Louis XVI.
+The statement above is a fact. The statement can be proved by researching the height of each man and comparing them.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved.
+Napoleon Bonaparte was a better leader than King Louis XVI.
+The statement above is an opinion. People can have different ideas about what makes someone a ""better"" leader, so the statement cannot be proved. | Solution: The second sentence states a fact.
+Born blind, baby squirrels depend on their mothers for two to three months after birth.
+It can be proved by searching online for information about how young squirrels develop.
+The first sentence states an opinion.
+The American red squirrel, or Tamiasciurus hudsonicus, looks graceful as it leaps from tree to tree.
+Looks graceful shows what a person believes, thinks, or feels. Another person might have a different opinion about whether the American red squirrel looks graceful."
+"Question: Does this passage describe the weather or the climate?
+The sky is clear right now, so it should be easy to see the stars tonight. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+The sky is clear right now, so it should be easy to see the stars tonight.
+This passage tells you about the cloud cover right now. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: How long does it take to drink a small glass of water? | Choices: [30 hours, 30 seconds] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to drink a small glass of water is 30 seconds.
+30 hours is too slow. | Hint: Select the better estimate."
+"Question: What information supports the conclusion that Mandy inherited this trait? | Choices: [Mandy and her mother both wear their hair in braids., Mandy's parents have red hair. They passed down this trait to Mandy.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Mandy has red hair."
+"Question: Is the following trait inherited or acquired?
+Vince has naturally pale skin. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Humans do not choose their skin color. Babies get their skin color from their parents. So, Vince's skin color is an inherited trait. | Hint: Hint: Humans are born with their skin color."
+"Question: Compare the motion of two blue whales. Which blue whale was moving at a higher speed? | Choices: [a blue whale that moved 45miles in 5hours, a blue whale that moved 55miles in 5hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each blue whale moved and the time it took to move that distance.
+One blue whale moved 55 miles in 5 hours.
+The other blue whale moved 45 miles in 5 hours.
+Notice that each blue whale spent the same amount of time moving. The blue whale that moved 55 miles moved a farther distance in that time. So, that blue whale must have moved at a higher speed."
+"Question: What kind of sentence is this?
+What made Maggie so upset? | Choices: [interrogative, imperative] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: Which logical fallacy is used in the text?
+I used to love this TV show, but then I found out that Emir likes it, too. So I changed my opinion—if someone like Emir likes a show, it can't be as good as I thought! | Choices: [guilt by association: a negative association intended to discredit someone or something, bandwagon fallacy: the assumption that the popular choice is automatically correct, false dichotomy: an argument that presents only two choices when more options exist] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that a television show must be bad because someone the speaker hates enjoys it. However, this is not evidence that the show is bad. This illustrates a type of logical fallacy known as guilt by association."
+"Question: Which word does not rhyme? | Choices: [ham, hole, role] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the ip sound.
+The words lake and make rhyme. They both end with the ake sound.
+The words tip and lake don't rhyme. They end with different sounds. | Solution: The words hole and role rhyme. They both end with the ole sound.
+The word ham does not rhyme. It ends with a different sound."
+"Question: Which sentence states a fact? | Choices: [The region north of the Arctic Circle is the most miserable place on earth., North of the Arctic Circle, there are days each year when the sun does not completely rise or set.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The second sentence states a fact.
+North of the Arctic Circle, there are days each year when the sun does not completely rise or set.
+It can be proved by looking up information about the Arctic Circle.
+The first sentence states an opinion.
+The region north of the Arctic Circle is the most miserable place on earth.
+Most miserable shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes a place miserable."
+"Question: Is this a run-on sentence?
+After playing an hour-long set for nearly one hundred cheering fans, Hunter's band returned to the stage and delivered a stellar encore performance. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.
+After playing an hour-long set for nearly one hundred cheering fans, Hunter's band returned to the stage and delivered a stellar encore performance."
+"Question: Which logical fallacy is used in the text?
+The number of off-leash dogs I've seen in Summerfield is completely unacceptable. Let's make our streets safe again by addressing this dog problem, before our city becomes a haven for criminals. | Choices: [red herring: the use of a completely unrelated topic or idea, false causation: the assumption that because two things happened together, one caused the other] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that off-leash dogs would somehow cause an increase in crime in Summerfield. However, these two ideas aren't related. This illustrates a type of logical fallacy known as a red herring."
+"Question: What do these two changes have in common?
+baking a loaf of bread
+burning a candle | Choices: [Both are caused by heating., Both are caused by cooling., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Baking a loaf of bread is a chemical change. The type of matter in the dough changes when it is baked. The dough turns into bread!
+Burning a candle is a chemical change. Both the wick and the melted wax burn. They react with oxygen in the air and turn into soot, carbon dioxide, and water.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which is a run-on sentence? | Choices: [Ian picked apples he will give some away., My sister passed the pitcher of water to Aunt Luna.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Ian picked apples he will give some away is a run-on sentence. It has two sentences that are joined without end punctuation: Ian picked apples and He will give some away."
+"Question: Assume all other forces on Addison are balanced. Which statement describes the forces on Addison? | Choices: [The forces are balanced, so there is no net force on Addison., The forces are unbalanced, so there is a net force on Addison.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Balanced and unbalanced forces | Lecture: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
+When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
+When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | Solution: To determine if there is a net force on Addison, look at the forces:
+Earth's gravity is pulling Addison down with a force of 600 N.
+The seat of the cart is pushing Addison up with a force of 1,200 N.
+The forces are in opposite directions, and the forces have different magnitudes: 600 N and 1,200 N. This means that the forces are unbalanced, so there is a net force on Addison. | Hint: Addison is sitting on a roller coaster cart as it reaches the bottom of a big loop. Earth's gravity is pulling down on Addison with a force of 600N. The seat of the cart is pushing up on Addison with a force of 1,200N."
+"Question: Compare the motion of three speedboats. Which speedboat was moving at the lowest speed? | Choices: [a speedboat that moved 290kilometers west in 5hours, a speedboat that moved 510kilometers east in 5hours, a speedboat that moved 215kilometers east in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each speedboat moved and the time it took to move that distance. The direction each speedboat moved does not affect its speed.
+Notice that each speedboat moved for 5 hours. The speedboat that moved 215 kilometers moved the shortest distance in that time. So, that speedboat must have moved at the lowest speed."
+"Question: Which figure of speech is used in this text?
+When Zack finally agreed to let his daughter adopt the stray dog, she responded with a smile that was a mile wide. | Choices: [hyperbole, oxymoron] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+A smile that was a mile wide is an exaggeration, since it is physically impossible to have a smile that is actually a mile wide."
+"Question: Which figure of speech is used in this text?
+Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed.
+—Martin Luther King, Jr., ""I Have a Dream"" speech | Choices: [anaphora, apostrophe] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses anaphora, the repetition of the same word or words at the beginning of several phrases or clauses.
+King repeats the words go back at the beginning of each clause."
+"Question: Which figure of speech is used in this text?
+When Darrell finally agreed to let his daughter adopt the stray dog, she responded with a smile that was a mile wide. | Choices: [hyperbole, paradox] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+A smile that was a mile wide is an exaggeration, since it is physically impossible to have a smile that is actually a mile wide."
+"Question: Which word would you find on a dictionary page with the following guide words?
+resist - ruby | Choices: [range, rough] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since rough is between the guide words resist - ruby, it would be found on that page."
+"Question: What information supports the conclusion that Edward inherited this trait? | Choices: [Edward's parents have blond hair. They passed down this trait to Edward., Edward's mother cuts his hair every month.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Edward has blond hair."
+"Question: Using only these supplies, which question can Brody investigate with an experiment? | Choices: [Do rubber balloons or foil balloons stick to the wooden door longer after being rubbed on his hair?, Do rubber balloons stick to a wooden door or a metal door longer after being rubbed on his hair?, Do rubber balloons stick to a cotton blanket or a wooden door longer after being rubbed on his hair?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Brody went to a magic show. The magician rubbed a balloon on her hair and then held the balloon against a wall. When the magician released the balloon, Brody was amazed to see that it stuck to the wall! He wonders what factors affect how well balloons stick to different surfaces. So, he decides to design an experiment. He has the following supplies available:
+the hair on his own head
+a cotton blanket
+a wooden door
+five rubber balloons"
+"Question: How long is a paper clip? | Choices: [26 millimeters, 26 centimeters, 26 meters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a paper clip is 26 millimeters.
+26 centimeters and 26 meters are both too long. | Hint: Select the best estimate."
+"Question: Which greeting is correct for a letter? | Choices: [Dear mr. hurst,, Dear Mr. Hurst,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Mr. Hurst is capitalized because it is a proper noun."
+"Question: Which figure of speech is used in this text?
+I was helpless. I did not know what in the world to do. I was quaking from head to foot, and I could have hung my hat on my eyes, they stuck out so far.
+—Mark Twain, Old Times on the Mississippi | Choices: [hyperbole, euphemism] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+Could have hung my hat on my eyes, they stuck out so far is an exaggeration, since the speaker probably could not have literally hung his hat on his eyes."
+"Question: What do these two changes have in common?
+knitting yarn into a scarf
+using a large magnet to remove pieces of iron from a junkyard | Choices: [Both are caused by cooling., Both are chemical changes., Both are only physical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Knitting yarn into a scarf is a physical change. The yarn gets a different shape, but it is still made of the same type of matter.
+Using a large magnet to remove pieces of iron from a junkyard is a physical change. Both the iron and the magnet are still made of the same type of matter as before.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which is a compound sentence? | Choices: [Carrie has always loved acting, and she often talks about moving to Hollywood., According to many scholars, the 1798 publication of Lyrical Ballads by Samuel Taylor Coleridge and William Wordsworth began the romantic period in English literature.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction and.
+Carrie has always loved acting, and she often talks about moving to Hollywood."
+"Question: Which letter closing is more formal? | Choices: [Best regards,, Cheers,] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second letter closing is more formal. The other letter closing is more casual and suggests a familiarity with the person being written to."
+"Question: Based on this information, what is this scarlet rosemallow plant's genotype for the flower color gene? | Choices: [red flowers, FF] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. The scarlet rosemallow plant has two alleles for red flowers (F). So, the plant's genotype for the flower color gene is FF. | Hint: In a group of scarlet rosemallow plants, some individuals have red flowers and others have white flowers. In this group, the gene for the flower color trait has two alleles. The allele F is for red flowers, and the allele f is for white flowers.
+A certain scarlet rosemallow plant from this group has red flowers. This plant has two alleles for red flowers."
+"Question: What is the source of the allusion in the sentence below?
+From the look on her face, Lucia is carrying an albatross around her neck. | Choices: [the Bible, a poem] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion an albatross around her neck is a poem.
+In Samuel Taylor Coleridge's poem ""The Rime of the Ancient Mariner,"" a sailor shoots and kills an albatross, an action that curses the ship and crew. As his crew members die, the Ancient Mariner feels his guilt hanging like the albatross around his neck.
+The allusion an albatross around her neck means a burden a person must bear."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Aunt Jane,, Dear Aunt jane,] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Aunt Jane is capitalized because it is a proper noun."
+"Question: Is the following trait inherited or acquired?
+Russell has a scar on his right hand. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: Which word is not like the others? | Choices: [several, some, many, where] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: vocabulary | Skill: Which word is not like the others? | Lecture: Some words are alike. They go together in a group.
+Red, blue, and green go together. They are colors.
+Mom, dad, grandma, and grandpa go together. They are people in a family. | Solution: Many, several, and some go together. They are words for more than one. Where is not a word for more than one, so it is not like the other words."
+"Question: Which tense does the sentence use?
+The bird will build a nest. | Choices: [future tense, present tense, past tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, build. The verb tells you about something that is going to happen."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [The Romeros' car looks just like the Cunninghams', but theirs has a dent in the bumper., The Romeros' car has a dent in the bumper, but otherwise their car looks just like the Cunninghams'.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun theirs could refer to the Romeros' or the Cunninghams'.
+The Romeros' car looks just like the Cunninghams', but theirs has a dent in the bumper.
+The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+The Romeros' car has a dent in the bumper, but otherwise their car looks just like the Cunninghams'."
+"Question: Based on this information, what is Sammy's phenotype for the fur length trait? | Choices: [FF, short fur] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Sammy's observable version of the fur length trait is short fur. So, Sammy's phenotype for the fur length trait is short fur. | Hint: In a group of dogs, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele F is for short fur, and the allele f is for long fur.
+Sammy, a dog from this group, has short fur. Sammy has two alleles for short fur."
+"Question: Which word would you find on a dictionary page with the following guide words?
+amazed - authority | Choices: [alley, anything] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since anything is between the guide words amazed - authority, it would be found on that page."
+"Question: Select the solid. | Choices: [marbles, rain, coffee, air inside a soccer ball] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Identify solids, liquids, and gases | Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
+Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
+When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
+Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
+When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
+Many gases are invisible. Air is a gas. | Solution: Coffee is a liquid. A liquid takes the shape of any container it is in. If you pour coffee into a different container, the coffee will take the shape of that container. But the coffee will still take up the same amount of space.
+A marble is a solid. A solid has a size and shape of its own. A marble can be made of clear or colored glass.
+The air inside a soccer ball is a gas. A gas expands to fill a space. The air fills all the space inside the soccer ball. If air leaks out, it will expand into the space around the ball.
+Rain is a liquid. A liquid takes the shape of any container it is in. If you put rainwater into a bucket, the rainwater will take the shape of the bucket. But the rainwater will still take up the same amount of space."
+"Question: What information supports the conclusion that Victor inherited this trait? | Choices: [Victor wears glasses and so do his sisters., Victor's biological father wears contacts in his hazel eyes., Victor's friend also has hazel eyes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Victor has hazel eyes."
+"Question: Select the animal. | Choices: [Coconut trees have large, thin leaves., Basil has green leaves., Yaks eat plants., Orange trees can grow fruit.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: An orange tree is a plant. It can grow fruit.
+Orange trees grow in sunny, warm places. They can be damaged by cold weather.
+Basil is a plant. It has green leaves.
+Basil leaves are used in cooking.
+A yak is an animal. It eats plants.
+Yaks live in cold places. Their long hair helps keep them warm.
+A coconut tree is a plant. It has large, thin leaves.
+Coconut trees grow in warm, rainy places."
+"Question: Complete the statement.
+Bromine is (). | Choices: [a compound, an elementary substance] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
+A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
+Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
+The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one atomic symbol.
+The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
+For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple atomic symbols.
+The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | Solution: You can tell whether bromine is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for bromine, Br2, contains one atomic symbol: Br. So, the formula tells you that bromine is composed of only one chemical element.
+Since bromine is composed of only one chemical element, bromine is an elementary substance. | Hint: Liquid bromine is made in chemical factories. It can be used to make couches and mattresses that are fire-resistant. The chemical formula for bromine is Br2."
+"Question: Which kind of place usually has larger yards? | Choices: [an urban area, a suburban area] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: geography | Skill: Compare urban, suburban, and rural areas | Lecture: People around the world live in three main kinds of places: urban areas, suburban areas, and rural areas.
+An urban area is a city. It has many people and businesses. The buildings are close to each other. The buildings are often tall and have many floors. Since there are so many people, traffic is usually bad. People will walk or take the bus, train, or subway to avoid traffic.
+A suburban area, or suburb, is near a city. It is quieter and less crowded than an urban area. People usually live in houses with yards. Most people drive to get places.
+A rural area is less crowded than both urban and suburban areas. Houses are much more spread out. People usually have to drive to get places. People in rural areas often live on farms or ranches.
+Some places, like small towns, don't really fit into any of the types. A small town does not have as many people as an urban area, but it has more people than a rural area. It is not near a city, so it is not called a suburb. | Solution: Suburban areas usually have larger yards. The buildings are farther apart."
+"Question: What do these two changes have in common?
+water evaporating from a lake
+building a tower out of magnetic blocks | Choices: [Both are chemical changes., Both are caused by heating., Both are caused by cooling., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Water evaporating from a lake is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
+Building a tower out of magnetic blocks is a physical change. The blocks stick to each other to form a tower. But the blocks are still made of the same type of matter as before.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Water evaporating is caused by heating. But building a tower out of magnetic blocks is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What information supports the conclusion that Ian acquired this trait? | Choices: [Ian is most interested in American history., Ian learned history by reading.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Ian knows a lot about history."
+"Question: What do these two changes have in common?
+butter melting on a hot day
+water vapor condensing on a bathroom mirror | Choices: [Both are caused by cooling., Both are chemical changes., Both are only physical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Butter melting on a hot day is a change of state. So, it is a physical change. The butter changes from solid to liquid, but it is still made of the same type of matter.
+Water vapor condensing on a bathroom mirror is a change of state. So, it is a physical change. The water changes state from gas in the air to liquid water on the mirror. But the water vapor and the liquid water are both made of water.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Butter melting on a hot day is caused by heating. But water vapor condensing is not.
+Both are caused by cooling.
+Water vapor condensing is caused by cooling. But butter melting on a hot day is not."
+"Question: What information supports the conclusion that Ernest inherited this trait? | Choices: [Ernest has freckles on his nose and shoulders., Ernest's biological parents have freckles on their noses just as Ernest does., Ernest and his biological mother have pale skin.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Ernest has freckles."
+"Question: According to Newton's third law, what other force must be happening? | Choices: [The suitcase is pushing on Zachary., The suitcase is pulling on Zachary.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Predict forces using Newton's third law | Lecture: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
+For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Solution: Zachary is pulling on the suitcase. So, Newton's third law tells you that the suitcase is pulling on Zachary. | Hint: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
+Consider the following force:
+Zachary is pulling on a full suitcase."
+"Question: Which figure of speech is used in this text?
+It's an open secret that Jonathan is writing a book based on his experiences living in Singapore. He never talks about it, but almost all his friends know. | Choices: [oxymoron, hyperbole] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Open secret is a contradiction, because open describes something that is freely or publicly known, and a secret is hidden."
+"Question: Which logical fallacy is used in the text?
+Turner argues that American schools should offer foreign language classes at every level. I disagree. How could Turner not see the value of learning English? | Choices: [bandwagon fallacy: the assumption that the popular choice is automatically correct, straw man: a misrepresentation of an opponent's position that makes it easier to argue against, appeal to nature: the assumption that natural things are always good] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Turner claims that Americans should stop learning English and only study foreign languages. However, this misrepresents Turner's argument. Turner only wants more foreign language instruction. He says nothing about eliminating English instruction. This illustrates a type of logical fallacy known as a straw man."
+"Question: Which word would you find on a dictionary page with the following guide words?
+peddler - price | Choices: [paddle, play] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since play is between the guide words peddler - price, it would be found on that page."
+"Question: What information supports the conclusion that Polly acquired this trait? | Choices: [Polly learned to speak two languages in school., Polly's mother speaks one language.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Polly speaks two languages."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [At lunchtime, Brian can often be found reading at his favorite café, where they provide unlimited coffee refills., At lunchtime, Brian can often be found reading at his favorite café, where the servers provide unlimited coffee refills.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.
+The first answer choice shows a possible correction for the vague pronoun reference. They has been replaced with the servers.
+At lunchtime, Brian can often be found reading at his favorite café, where the servers provide unlimited coffee refills."
+"Question: Which logical fallacy is used in the text?
+How could you be disappointed in the show Paranormal Proms? Over a million people watch that show every single week! | Choices: [false dichotomy: an argument that presents only two choices when more options exist, bandwagon fallacy: the assumption that the popular choice is automatically correct, hasty generalization: a broad claim based on too few observations] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that a television show can't be disappointing to someone because over a million people watch it every week. However, this isn't necessarily true. How someone feels may not be affected by how popular the show is. This illustrates a type of logical fallacy known as the bandwagon fallacy."
+"Question: Using only these supplies, which question can Amelia investigate with an experiment? | Choices: [Do candles with thick wicks or with thin wicks produce more smoke?, Do scented candles or unscented candles produce more smoke?, Do large candles or small candles produce more smoke?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Amelia is burning some new candles. She notices that they produce different amounts of smoke. She wonders what factors affect how much smoke a candle produces. So, she decides to design an experiment. She has the following supplies available:
+two large unscented candles with thick wicks
+two large unscented candles with thin wicks
+a box of matches"
+"Question: What information supports the conclusion that Jeffrey inherited this trait? | Choices: [Jeffrey and his father both have dark hair., Jeffrey's parents have pale skin. They passed down this trait to Jeffrey.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Jeffrey has pale skin."
+"Question: Using only these supplies, which question can Judy investigate with an experiment? | Choices: [Does a rubber inner tube sled go faster down a small hill or down a big hill?, Does a rubber inner tube sled or a plastic sled go faster down a hill?, Does a plastic sled or a wooden sled go down a hill faster?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Judy is sledding with her friends. She notices that some of them go faster down the sledding hill. She wonders what factors affect sledding speed. So, she decides to design an experiment. She has the following supplies available:
+access to a small snow-covered hill at the park
+a small plastic sled
+a large plastic sled
+a rubber inner tube sled
+a stopwatch"
+"Question: Which of the following contains a vague pronoun reference? | Choices: [""This morning, it said that Leah Scott won the mayoral election in Yardley,"" Steven remarked to his sister., ""This morning, the newspaper said that Leah Scott won the mayoral election in Yardley,"" Steven remarked to his sister.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.
+The second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the newspaper.
+""This morning, the newspaper said that Leah Scott won the mayoral election in Yardley,"" Steven remarked to his sister."
+"Question: Which word would you find on a dictionary page with the following guide words?
+are - athlete | Choices: [astound, alley] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since astound is between the guide words are - athlete, it would be found on that page."
+"Question: What do these two changes have in common?
+baking a loaf of bread
+cells using oxygen to break down sugar | Choices: [Both are caused by heating., Both are only physical changes., Both are chemical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Baking a loaf of bread is a chemical change. The type of matter in the dough changes when it is baked. The dough turns into bread!
+Cells using oxygen to break down sugar is a chemical change. When sugar is broken down, it forms carbon dioxide and water.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Baking is caused by heating. But cells using oxygen to break down sugar is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which word would you find on a dictionary page with the following guide words?
+ninth - numeral | Choices: [nor, nature] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since nor is between the guide words ninth - numeral, it would be found on that page."
+"Question: Which correctly shows the title of a magazine? | Choices: [""Jack and Jill"", ***Jack and Jill***] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A magazine should be in italics.
+The correct title is **Jack and Jill**."
+"Question: Which word would you find on a dictionary page with the following guide words?
+they - trail | Choices: [tuna, tone] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since tone is between the guide words they - trail, it would be found on that page."
+"Question: Which figure of speech is used in this text?
+The salesperson tried hard to convince Preston that the jacket was a good buy; after all, it was made of genuine imitation leather. | Choices: [hyperbole, oxymoron] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Genuine imitation leather is a contradiction, because genuine means real, and imitation means fake or synthetic."
+"Question: Does the sentence use a simile or a metaphor?
+The tired woman fell into bed like a sack of potatoes. | Choices: [simile, metaphor] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: The tired woman fell into bed like a sack of potatoes.
+The words woman and sack of potatoes are compared using the word like. So, the sentence uses a simile."
+"Question: Select the temperature shown by this thermometer. | Choices: [15°C, 40°C, 55°C] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Read a thermometer | Lecture: A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is °.
+Some thermometers measure temperature in degrees Celsius (°C). Celsius is one scale used to measure temperature.
+This is a tube thermometer. It has a tube filled with a red liquid.
+There is a Celsius scale along the right side of the tube. The top of the red liquid lines up with the number 30 on the scale. So, the temperature shown by this thermometer is 30°C. | Solution: Find the top of the red liquid.
+Now look at the scale to the right. The top of the red liquid lines up with 40. So, the temperature is 40°C."
+"Question: What do these two changes have in common?
+rust forming on a bicycle frame
+newly poured concrete becoming hard | Choices: [Both are only physical changes., Both are caused by cooling., Both are caused by heating., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Rust forming on a bicycle frame is a chemical change. Oxygen in the air reacts with iron in the bicycle frame. The outside of the frame turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.
+Concrete hardening is a chemical change. The chemicals in the concrete react with each other to form a different type of matter. The new matter is hard and strong.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What information supports the conclusion that Janelle inherited this trait? | Choices: [Janelle's biological mother often wears her straight hair in a ponytail., Janelle's neighbor also has straight hair., Janelle's biological parents have red hair. Janelle also has red hair.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Janelle has straight hair."
+"Question: Select the vertebrate. | Choices: [curlyhair tarantula, emerald tree boa, red-spotted purple butterfly, bess beetle] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: An emerald tree boa is a reptile. Like other reptiles, an emerald tree boa is a vertebrate. It has a backbone.
+A bess beetle is an insect. Like other insects, a bess beetle is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A red-spotted purple butterfly is an insect. Like other insects, a red-spotted purple butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.
+Like other tarantulas, a curlyhair tarantula is an invertebrate. It does not have a backbone. It has an exoskeleton. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Look at the word. Does it have a closed syllable or an open syllable?
+she | Choices: [open, closed] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: word-study | Skill: Is the syllable open or closed? | Lecture: Words are made up of syllables. Two kinds of syllables are closed and open.
+A closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.
+desk: short e
+kit / ten: short i / short e
+An open syllable ends with one vowel. It usually has a long vowel sound.
+go: long o
+he / ro: long e / long o
+Some open syllables end with y. The y makes a long e sound or a long i sound.
+sky: long i
+ba / by: long a / long e | Solution: The word she ends with a vowel and has a long vowel sound. So, it has an open syllable."
+"Question: The donkeys move the carts at the same speed. Which cart is pulled with a larger force? | Choices: [a cart holding 61 pounds, a cart holding 66 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the cart that is heavier.
+A cart holding 66 pounds is heavier than a cart holding 61 pounds. So, the cart holding 66 pounds needs a larger force to start moving at the same speed as the other cart. | Hint: Two donkeys pull carts from the farmhouse to the yard. The carts are the same. Each cart is holding different tools."
+"Question: Which type of sentence is this?
+The production of a single pound of honey requires nectar from approximately two million flowers. | Choices: [compound, complex, compound-complex, simple] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is simple. It is a single independent clause.
+The production of a single pound of honey requires nectar from approximately two million flowers."
+"Question: What does this Works Cited entry indicate about the cited work?
+""Sid Fernandez Calls It Quits After 14 Years."" The Seattle Times 2 Aug. 1997: n. pag. Web. 10 July 2000. | Choices: [It was accessed on August 2, 1997., It was written by Sid Fernandez., The Seattle Times is the newspaper.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: reference-skills | Skill: Understand a Works Cited entry (MLA 7th edition) | Lecture: When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.
+Below are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.
+Books:
+Format | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.
+Example | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.
+Essays, short stories, or poems in an anthology or book:
+Format | Author(s). ""Essay, Poem, or Short Story Title."" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.
+Example | James, Henry. ""The Middle Years."" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.
+Magazine and newspaper articles:
+Format | Author(s). ""Article Title."" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.
+Example | Hayes, David J., and James H. Stock. ""The Real Cost of Coal."" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.
+Journal articles:
+Format | Author(s). ""Article Title."" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.
+Example | Gillette, Jane, et al. ""Human Simulations of Vocabulary Learning."" Cognition 73.2 (1999): 135-176. Print.
+Web pages:
+Format | Author(s). ""Page Title."" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.
+Example | Gunn, Janelle P., and Lauren E. Owens. ""How to Slash Sodium from Your Diet."" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.
+Additional guidelines:
+Author Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by ""et al.,"" which stands for and others (e.g., Smith, Jane, et al.).
+Medium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are ""Print"" and ""Web,"" but other possibilities include ""Film,"" ""E-mail,"" and ""Lecture."" Whenever the Medium of Publication is ""Web,"" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.
+Editors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. ""Ed."" stands for edited by. ""Trans."" stands for translated by.
+Missing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation ""n. pag."" is used instead. If a work has no available publication date, the abbreviation ""n.d."" is used instead. If a work has no available publisher or no available city of publication, the abbreviation ""n.p."" is used instead.
+ | Solution: Look closely at the Works Cited entry:
+""Sid Fernandez Calls It Quits After 14 Years."" The Seattle Times 2 Aug. 1997: n. pag. Web. 10 July 2000.
+You can tell that The Seattle Times is the name of the newspaper because it appears in italics."
+"Question: What do these two changes have in common?
+cutting your fingernails
+stretching a rubber band | Choices: [Both are caused by cooling., Both are caused by heating., Both are chemical changes., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Cutting your fingernails is a physical change. Your fingernails are shorter after you cut them. But the pieces are still made of the same type of matter as the uncut fingernails.
+Stretching a rubber band is a physical change. The rubber band gets longer. But it is still made of the same type of matter as before.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Select the plant. | Choices: [Mosquitoes can walk and fly., Fir trees have green leaves.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A fir tree is a plant. It has green leaves.
+The leaves of fir trees are called needles.
+A mosquito is an animal. It drinks nectar and fruit juice.
+A mosquito is an insect. Only female mosquitoes drink blood."
+"Question: What do these two changes have in common?
+burning food on a stove
+an iceberg melting slowly | Choices: [Both are chemical changes., Both are only physical changes., Both are caused by heating., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Burning food on a stove is a chemical change. When the food burns, the type of matter in it changes. The food turns black and gives off smoke.
+An iceberg melting is a change of state. So, it is a physical change. An iceberg is made of frozen water. As it melts, the water changes from a solid to a liquid. But a different type of matter is not formed.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+An iceberg melting is a physical change. But burning food on a stove is not.
+Both are chemical changes.
+Burning food on a stove is a chemical change. But an iceberg melting is not.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which organ stores memories? | Choices: [lungs, skeleton, brain] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Human organs and their functions | Lecture: nan | Solution: nan"
+"Question: Which is a simple sentence? | Choices: [The American badger, one of the fastest digging animals on the planet, can dig quickly through both soil and concrete., When the submarine surfaced, a crowd of people on the shore gathered and stared at the rare sight.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the simple sentence. It is a single independent clause.
+The American badger, one of the fastest digging animals on the planet, can dig quickly through both soil and concrete."
+"Question: What kind of sentence is this?
+Roald Dahl had a great imagination. | Choices: [exclamatory, declarative] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, and it ends with a period. It is a declarative sentence."
+"Question: Select the wetland ecosystem. | Choices: [This ecosystem has:
+daily flooding and draining of seawater
+water that is rich in nutrients
+many different types of organisms, This ecosystem has:
+land that is covered with water during most of the year
+soil that is rich in nutrients
+other water ecosystems nearby] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify ecosystems | Lecture: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
+There are many different types of ecosystems. Here are some ways in which these ecosystems can differ from each other:
+the pattern of weather, or climate
+the type of soil or water
+the organisms that live there | Solution: A wetland is a type of ecosystem. It has land that is covered with water during most of the year, soil that is rich in nutrients, and other water ecosystems nearby.
+Choice 1 is a wetland ecosystem. It is covered with water for most of the year. Wetlands also have soil that is rich in nutrients.
+Choice 2 is a tide pool ecosystem. Several times each day, it floods with seawater. Then the water drains back into the ocean."
+"Question: Which sentence states a fact? | Choices: [The Grand Canyon was carved by the Colorado River., The Grand Canyon is the most breathtaking place the United States.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
+The flag of the United States has 13 stripes.
+This is a fact. It can be proved by looking at the flag and counting the number of stripes.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+The flag of the United States is easy to draw.
+This is an opinion. People may have different opinions about what makes a flag ""easy"" to draw. | Solution: The second sentence states a fact.
+The Grand Canyon was carved by the Colorado River.
+It can be proved by visiting the Grand Canyon National Park website.
+The first sentence states an opinion.
+The Grand Canyon is the most breathtaking place the United States.
+Most breathtaking shows what a person believes, thinks, or feels. Another person might have a different opinion about what is breathtaking."
+"Question: Which is a simple sentence? | Choices: [My grandfather was born in Germany, and my grandmother is from Virginia., Before practice the basketball players stretch on the floor.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the simple sentence. It has one subject and predicate.
+Before practice the basketball players stretch on the floor."
+"Question: Select the gas. | Choices: [marbles, air inside a beach ball, pipe cleaner, baseball cap] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Identify solids, liquids, and gases | Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
+Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
+When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
+Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
+When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
+Many gases are invisible. Air is a gas. | Solution: A baseball cap is a solid. A solid has a size and shape of its own. If you put a baseball cap on your head, the baseball cap will still have a size and shape of its own.
+A pipe cleaner is a solid. You can easily bend a pipe cleaner. But it will still have a size and shape of its own.
+A marble is a solid. A solid has a size and shape of its own. A marble can be made of clear or colored glass.
+The air inside a beach ball is a gas. A gas expands to fill a space. The air fills all the space inside the beach ball. If air leaks out, it will expand into the space around the ball."
+"Question: Complete the sentence.
+Molding clay into the shape of a pot is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two ways matter can change.
+In a chemical change, the type of matter changes.
+Burning a piece of paper is a chemical change. The paper changes into ash and smoke.
+In a physical change, the type of matter stays the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+Ice melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. | Solution: Molding clay into the shape of a pot is a physical change. The clay gets a different shape. But it is made of the same type of matter."
+"Question: Which object has the most thermal energy? | Choices: [a metal paper clip at a temperature of 29°C, a metal paper clip at a temperature of 23°C, a metal paper clip at a temperature of 0°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three metal paper clips have the same mass but different temperatures. Since the 29°C paper clip is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Dr. Hunt,, Dear dr. hunt,] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Dr. Hunt is capitalized because it is a proper noun."
+"Question: Which is a run-on sentence? | Choices: [The little boy popped a big bubble., Emily just moved here, she's new to our country.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Emily just moved here, she's new to our country is a run-on sentence. It has two sentences that are joined by just a comma: Emily just moved here and She's new to our country."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Henry had to stay home with his brother because he wasn't feeling well., Henry's brother wasn't feeling well, so Henry had to stay home with him.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun he could refer to Henry or his brother.
+Henry had to stay home with his brother because he wasn't feeling well.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Henry's brother wasn't feeling well, so Henry had to stay home with him."
+"Question: Suppose John decides to take a trip to Kansas. Which result would be a cost? | Choices: [John will spend more money. Plane tickets for John to get to Kansas are more expensive than tickets to West Virginia., John will enjoy his trip to Kansas more than he would have enjoyed a trip to West Virginia.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that John wants or needs:
+John will spend more money. Plane tickets for John to get to Kansas are more expensive than tickets to West Virginia. | Hint: John is deciding whether to take a trip to Kansas or West Virginia. He wants to enjoy his trip. But he is also trying to save money."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Dave gave a beautifully bound copy of his favorite book, One Hundred Years of Solitude, to Danny., Dave gave Danny a beautifully bound copy of One Hundred Years of Solitude, which is his favorite book.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun his could refer to Dave or Danny.
+Dave gave Danny a beautifully bound copy of One Hundred Years of Solitude, which is his favorite book.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Dave gave a beautifully bound copy of his favorite book, One Hundred Years of Solitude, to Danny."
+"Question: Would you find the word sang on a dictionary page with the following guide words?
+sincere - sniff | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since sang is not between the guide words sincere - sniff, it would not be found on that page."
+"Question: What is the temperature of the air on a warm, sunny day? | Choices: [27°C, 27°F] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: units-and-measurement | Skill: Estimate temperatures | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
+212°F | Water boils | 100°C
+98.6°F | Body temperature | 37°C
+68°F | Room temperature | 20°C
+32°F | Water freezes | 0°C
+ | Solution: The better estimate for the temperature of the air on a warm, sunny day is 27°C.
+27°F is too cold. | Hint: Select the better estimate."
+"Question: What is the temperature of a hot cup of tea? | Choices: [60°F, 60°C] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Estimate temperatures | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
+212°F | Water boils | 100°C
+98.6°F | Body temperature | 37°C
+68°F | Room temperature | 20°C
+32°F | Water freezes | 0°C
+ | Solution: The better estimate for the temperature of a hot cup of tea is 60°C.
+60°F is too cold. | Hint: Select the better estimate."
+"Question: What do these two changes have in common?
+chemicals in a battery reacting to power a flashlight
+compost rotting | Choices: [Both are chemical changes., Both are caused by cooling., Both are caused by heating., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Chemicals in a battery reacting to power a flashlight is a chemical change. When the flashlight is turned on, the chemicals in the battery react with each other to form new chemicals. This creates electricity, which powers the lightbulb.
+Compost forms from the remains of plants and animals, such as vegetable scraps and egg shells. Compost rotting is a chemical change. As the compost rots, it breaks down and turns into a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: How long is a human front tooth? | Choices: [10 kilometers, 10 meters, 10 centimeters, 10 millimeters] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a human front tooth is 10 millimeters.
+10 centimeters, 10 meters, and 10 kilometers are all too long. | Hint: Select the best estimate."
+"Question: Last year, there were seven men's clothing stores on Main Street in Bluepoint. This year, there are only three. What probably happened to the overall supply of men's shirts in Bluepoint? | Choices: [The supply probably went up., The supply probably went down.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down."
+"Question: Which sentence states a fact? | Choices: [Juan Ponce de León was an important person in American history., Juan Ponce de León was the Spanish explorer who named Florida.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
+The flag of the United States has 13 stripes.
+This is a fact. It can be proved by looking at the flag and counting the number of stripes.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+The flag of the United States is easy to draw.
+This is an opinion. People may have different opinions about what makes a flag ""easy"" to draw. | Solution: The first sentence states a fact.
+Juan Ponce de León was the Spanish explorer who named Florida.
+It can be proved by reading about the history of Florida.
+The second sentence states an opinion.
+Juan Ponce de León was an important person in American history.
+Important shows what a person believes, thinks, or feels. Another person might have a different opinion about whether he was important in American history."
+"Question: What information supports the conclusion that Laura acquired this trait? | Choices: [Laura learned how to knit in an after school program., Laura knits sweaters using cotton, wool, and other types of yarn.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Laura knows how to knit sweaters."
+"Question: Which figure of speech is used in this text?
+Problems emerge and some people try to sweep them under the rug.
+—Bill Condon, film director | Choices: [idiom, personification] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+Sweep them under the rug means hide or ignore them."
+"Question: What is the source of the allusion in the sentence below?
+Maria told her friends that Antonio was a typical Peter Pan type. | Choices: [literature, a song] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Peter Pan is literature.
+In a J. M. Barrie novel, the character Peter Pan retreats to Neverland and refuses to grow up.
+The allusion Peter Pan means a person who won't take on adult responsibilities."
+"Question: Which closing is correct for a letter? | Choices: [best regards,
+Lara, Best regards,
+Lara] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Select the animal that has a backbone. | Choices: [elephant, luna moth] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: An elephant is a mammal. Like other mammals, an elephant has a backbone.
+A luna moth is an insect. Like other insects, a luna moth does not have a backbone. It has a hard outer cover. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones."
+"Question: Which logical fallacy is used in the text?
+Brandon, you drive a beat-up car from the 1980s. For this reason, we can never allow you to be a lifeguard at the community pool. | Choices: [straw man: a misrepresentation of an opponent's position that makes it easier to argue against, ad hominem: a personal attack against one's opponent] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that people who drive old cars are likely to be poor lifeguards. This is a personal attack that isn't relevant to someone's qualifications to be a lifeguard. This illustrates a type of logical fallacy known as ad hominem."
+"Question: Select the one animal that has all of the insect traits listed above. | Choices: [Many dung beetles roll dung, or animal waste, into balls using their six legs. They store the dung balls to eat later. Dung beetles also have an exoskeleton and one pair of antennae., Banana slugs have a soft body with a flat underside called the foot. Slugs use their muscular foot to move. Banana slugs also have small teeth on their tongue! These file-like teeth help banana slugs eat leaves and dead plants.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify animals | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Insects have the following traits:
+They have six legs.
+They have an exoskeleton.
+They have one pair of antennae.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A dung beetle has the following traits:
+It has six legs.
+It has an exoskeleton.
+It has one pair of antennae.
+A dung beetle has the traits of an insect. A dung beetle is an insect.
+A banana slug has the following traits:
+It has a soft body.
+It has a muscular foot.
+A banana slug does not have all of the traits of an insect. A banana slug is a mollusk. | Hint: Insects are a group of animals with similar traits. The following traits can be used to identify insects:
+They have six legs.
+They have an exoskeleton.
+They have one pair of antennae. Observe the animals and read the descriptions."
+"Question: Which kind of place has more open space? | Choices: [a suburban area, a rural area] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: geography | Skill: Compare urban, suburban, and rural areas | Lecture: People around the world live in three main kinds of places: urban areas, suburban areas, and rural areas.
+An urban area is a city. It has many people and businesses. The buildings are close to each other. The buildings are often tall and have many floors. Since there are so many people, traffic is usually bad. People will walk or take the bus, train, or subway to avoid traffic.
+A suburban area, or suburb, is near a city. It is quieter and less crowded than an urban area. People usually live in houses with yards. Most people drive to get places.
+A rural area is less crowded than both urban and suburban areas. Houses are much more spread out. People usually have to drive to get places. People in rural areas often live on farms or ranches.
+Some places, like small towns, don't really fit into any of the types. A small town does not have as many people as an urban area, but it has more people than a rural area. It is not near a city, so it is not called a suburb. | Solution: Rural areas have more open space. There aren't as many people or buildings in a rural area."
+"Question: What is the volume of a watering can? | Choices: [7 milliliters, 7 liters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a watering can is 7 liters.
+7 milliliters is too little. | Hint: Select the better estimate."
+"Question: Which figure of speech is used in this text?
+Sandra, please stay away from the ocean. You shouldn't go in the water until you know how to swim. | Choices: [euphemism, paradox] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+You shouldn't go in the water until you know how to swim at first appears to be contradictory, because it is impossible to learn how to swim without going in the water. However, it contains some truth: you should not go into deep or dangerous water without first knowing how to swim."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [When Trent's computer wasn't working properly, he replaced the battery., Trent replaced the battery in his computer when he noticed that it wasn't working properly.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun it could refer to the battery or the computer.
+Trent replaced the battery in his computer when he noticed that it wasn't working properly.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+When Trent's computer wasn't working properly, he replaced the battery."
+"Question: Is a phone a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a phone is a good or a service, ask these questions:
+Is a phone something you can touch? Yes.
+Is a phone a job you might pay someone else to do? No.
+So, a phone is a good."
+"Question: Select the one animal that has all of the bird traits listed above. | Choices: [American tree sparrows have a beak and lay eggs with shells. They have dark feathers on their wings and lighter feathers on other parts of their bodies. Male tree sparrows sing songs to attract mates., Florida manatees have hairs on their bodies that are similar to whiskers. These hairs help the manatees feel the water moving around them. Female manatees feed their offspring milk.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Birds have the following traits:
+They have feathers.
+They have wings.
+They have a beak.
+They make eggs with shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+An American tree sparrow has the following traits:
+It has feathers.
+It has wings.
+It has a beak.
+It makes eggs with shells.
+An American tree sparrow has the traits of a bird. An American tree sparrow is a bird.
+A Florida manatee has the following traits:
+It feeds its offspring milk.
+It has hair.
+A Florida manatee does not have all of the traits of a bird. A Florida manatee is a mammal. | Hint: Birds are a group of animals with similar traits. The following traits can be used to identify birds:
+They have feathers.
+They have wings.
+They have a beak.
+They make eggs with shells. Observe the animals and read the descriptions."
+"Question: Which figure of speech is used in this text?
+Now that I'm an adult, I love my job and work hard at it. But when I was younger, I was a little motivationally challenged. I just couldn't see the payoff that might come from hard work. | Choices: [paradox, euphemism] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Motivationally challenged is an indirect way of saying lazy."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Uncle tony,, Dear Uncle Tony,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Uncle Tony is capitalized because it is a proper noun."
+"Question: What does the verbal irony in this text suggest?
+""That fits you well,"" Percy remarked after Jill's cap fell over her eyes for the tenth time. | Choices: [The cap was a good fit., The cap was too big.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Fits you well ironically suggests that the cap was too big. The cap was falling over Jill's eyes, so it didn't fit her well at all."
+"Question: Which figure of speech is used in this text?
+The spider skins lie on their sides, translucent and ragged, their legs drying in knots.
+—Annie Dillard, Holy the Firm | Choices: [assonance, chiasmus] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses assonance, the repetition of a vowel sound in a series of nearby words.
+The words spider, lie, sides and drying share a vowel sound."
+"Question: Select the temperature shown by this thermometer. | Choices: [70°F, 90°F, 85°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Read a thermometer | Lecture: A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is °.
+Some thermometers measure temperature in degrees Fahrenheit (°F). Fahrenheit is one scale used to measure temperature.
+This is a tube thermometer. It has a tube filled with a red liquid.
+There is a Fahrenheit scale along the right side of the tube. The top of the red liquid lines up with the number 80 on the scale. So, the temperature shown by this thermometer is 80°F. | Solution: Find the top of the red liquid.
+Now look at the scale to the right. The top of the red liquid lines up with 70. So, the temperature is 70°F."
+"Question: Which logical fallacy is used in the text?
+In the wild, it's survival of the fittest. Therefore, we should promote fierce competition in school to separate the strong students from the weak. | Choices: [false dichotomy: an argument that presents only two choices when more options exist, straw man: a misrepresentation of an opponent's position that makes it easier to argue against, appeal to nature: the assumption that natural things are always good] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that schools should promote fierce competition among students because it is allegedly a feature of the natural environment. However, even if fierce competition is common in the wild, that does not necessarily mean it is good for students. This illustrates a type of logical fallacy known as an appeal to nature."
+"Question: Which correctly shows the title of a short story? | Choices: [""The Dream of Little Tuk"", ""the Dream of little Tuk""] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word of is not important, so it should not be capitalized.
+The correct title is ""The Dream of Little Tuk."""
+"Question: What is the mass of a bicycle? | Choices: [10 grams, 10 kilograms] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a bicycle is 10 kilograms.
+10 grams is too light. | Hint: Select the better estimate."
+"Question: Based on this information, what is Ace's phenotype for the horns trait? | Choices: [not having horns, having horns] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Ace's genotype for the horns gene is hh. Ace's genotype of hh has only h alleles. The h allele is for having horns. So, Ace's phenotype for the horns trait must be having horns.
+To check this answer, consider whether Ace's alleles are dominant or recessive. The allele for not having horns (H) is dominant over the allele for having horns (h). This means H is a dominant allele, and h is a recessive allele.
+Ace's genotype of hh has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Ace's phenotype for the horns trait must be having horns. | Hint: In a group of cows, some individuals have horns and others do not. In this group, the gene for the horns trait has two alleles. The allele for not having horns (H) is dominant over the allele for having horns (h).
+Ace is a cow from this group. Ace has the homozygous genotype hh for the horns gene."
+"Question: Compare the motion of two blue jays. Which blue jay was moving at a lower speed? | Choices: [a blue jay that moved 175kilometers in 5hours, a blue jay that moved 205kilometers in 5hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each blue jay moved and the time it took to move that distance.
+One blue jay moved 175 kilometers in 5 hours.
+The other blue jay moved 205 kilometers in 5 hours.
+Notice that each blue jay spent the same amount of time moving. The blue jay that moved 175 kilometers moved a shorter distance in that time. So, that blue jay must have moved at a lower speed."
+"Question: Which object has more thermal energy? | Choices: [a pot of spaghetti sauce at a temperature of 85°C, a pot of spaghetti sauce at a temperature of 45°C] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two pots of spaghetti sauce have the same mass but different temperatures. Since the 85°C pot of spaghetti sauce is hotter than the 45°C pot of spaghetti sauce, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Is this a sentence fragment?
+With more than sixty percent of the popular vote, incumbent Lyndon Baines Johnson defeating Republican Barry Goldwater, Sr., in the 1964 presidential election. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify sentence fragments | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A sentence fragment is a group of words that does not express a complete thought.
+Rehearsing daily because we have a concert in two weeks.
+This fragment is missing a subject. It doesn't tell who is rehearsing.
+The band I'm in.
+This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
+Because we have a concert in two weeks.
+This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | Solution: This is a sentence fragment. It does not express a complete thought.
+With more than sixty percent of the popular vote, incumbent Lyndon Baines Johnson defeating Republican Barry Goldwater, Sr., in the 1964 presidential election.
+Here is one way to fix the sentence fragment:
+With more than sixty percent of the popular vote, incumbent Lyndon Baines Johnson defeated Republican Barry Goldwater, Sr., in the 1964 presidential election."
+"Question: How long is a sofa? | Choices: [9 inches, 9 feet] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?
+The number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.
+There are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.
+There are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. | Solution: The better estimate for the length of a sofa is 9 feet.
+9 inches is too short. | Hint: Select the better estimate."
+"Question: Suppose Hannah decides to watch the action movie. Which result would be a cost? | Choices: [Hannah will get to watch a movie with her sister., Hannah will give up the chance to watch the movie that she is more excited about.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Hannah wants or needs:
+Hannah will give up the chance to watch the movie that she is more excited about. | Hint: Hannah is deciding whether to watch a comedy or an action movie. She would prefer to watch a comedy. But she also wants to watch a movie with her sister. Hannah's sister will only watch an action movie."
+"Question: Which object has more thermal energy? | Choices: [a 200-gram glass of apple juice at a temperature of 15°C, a 200-gram glass of apple juice at a temperature of 10°C] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two glasses of apple juice have the same mass but different temperatures. Since the 15°C glass of apple juice is hotter than the 10°C glass of apple juice, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Two fish tanks have the same temperature but different masses. Which fish tank has less thermal energy? | Choices: [the fish tank with more mass, the fish tank with less mass] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two fish tanks have the same temperature and are made of the same type of matter. So, the fish tank with less mass has less thermal energy. | Hint: The objects are made of the same type of matter."
+"Question: Which figure of speech is used in this text?
+Lindsey, I've told you a million times: you need to dry the dishes before you put them away. | Choices: [hyperbole, paradox] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+A million times is an exaggeration, since it is unlikely that Lindsey has actually been told this a million times."
+"Question: What is the volume of a teakettle? | Choices: [10 cups, 10 gallons, 10 fluid ounces] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a teakettle is 10 cups.
+10 fluid ounces is too little and 10 gallons is too much. | Hint: Select the best estimate."
+"Question: What is the volume of a bowl of soup? | Choices: [265 liters, 265 milliliters] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a bowl of soup is 265 milliliters.
+265 liters is too much. | Hint: Select the better estimate."
+"Question: Which closing is correct for a letter? | Choices: [Your Friend,
+Kylie, Your friend,
+Kylie] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Is babysitting a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether babysitting is a good or a service, ask these questions:
+Is babysitting something you can touch? No.
+Is babysitting a job you might pay someone else to do? Yes.
+So, babysitting is a service."
+"Question: Select the one animal that has all of the bird traits listed above. | Choices: [Great crested newts have moist brown skin with black spots. Adult great crested newts mostly live on land, but young newts live underwater. Great crested newt eggs do not have shells. The female newts wrap their eggs in leaves for protection., Great blue herons have two wings with bluish-gray feathers. Their eggs also have bluish shells. Great blue herons use their beaks to catch and eat small fish, crabs, and other small animals.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Birds have the following traits:
+They have feathers.
+They have wings.
+They have a beak.
+They make eggs with shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A great crested newt has the following traits:
+It spends part of its life in water and part on land.
+It has moist skin.
+It makes eggs with no shells.
+A great crested newt does not have all of the traits of a bird. A great crested newt is an amphibian.
+A great blue heron has the following traits:
+It has feathers.
+It has wings.
+It has a beak.
+It makes eggs with shells.
+A great blue heron has the traits of a bird. A great blue heron is a bird. | Hint: Birds are a group of animals with similar traits. The following traits can be used to identify birds:
+They have feathers.
+They have wings.
+They have a beak.
+They make eggs with shells. Observe the animals and read the descriptions."
+"Question: What information supports the conclusion that Desmond inherited this trait? | Choices: [Desmond's mother cuts his hair every month., Desmond's parents have blond hair. They passed down this trait to Desmond.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Desmond has blond hair."
+"Question: Complete the statement. Assume that the sled's mass did not change.
+The gravitational potential energy stored between the sled and Earth () as Rosa rode down the hill. | Choices: [stayed the same, decreased, increased] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the sled and the center of Earth changed.
+The bottom of the hill was lower than the point where Rosa started sledding. As Rosa rode toward the bottom of the hill, the distance between the sled and the center of Earth decreased. So, the gravitational potential energy stored between the sled and Earth decreased as Rosa rode down the hill. | Hint: Read the text about an object in motion.
+On a snowy day, Rosa rode her sled down a big hill."
+"Question: Which correctly shows the title of a book? | Choices: [***Left or Right***, ""Left or Right?""] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A book should be in italics.
+The correct title is **Left or Right**."
+"Question: How long is a bike path? | Choices: [4 kilometers, 4 centimeters] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?
+The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.
+There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.
+There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. | Solution: The better estimate for the length of a bike path is 4 kilometers.
+4 centimeters is too short. | Hint: Select the better estimate."
+"Question: How long is a leather belt? | Choices: [34 inches, 34 feet, 34 miles, 34 yards] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a leather belt is 34 inches.
+34 feet, 34 yards, and 34 miles are all too long. | Hint: Select the best estimate."
+"Question: Suppose Harry decides to go on the scorpion. Which result would be a cost? | Choices: [Harry will have more fun on the scorpion than he would have had on the screaming swing., Harry will spend more ride tickets on the scorpion than he would have spent on the screaming swing.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Harry wants or needs:
+Harry will spend more ride tickets on the scorpion than he would have spent on the screaming swing. | Hint: Harry is deciding which ride to go on at the fair. He can go on either the scorpion or the screaming swing. He wants to have as much fun as possible at the fair."
+"Question: Select the animal that does not have a backbone. | Choices: [dung beetle, tiger] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A tiger is a mammal. Like other mammals, a tiger has a backbone.
+A dung beetle is an insect. Like other insects, a dung beetle does not have a backbone. It has a hard outer cover. | Hint: Hint: Insects, spiders, and worms do not have backbones."
+"Question: Which correctly shows the title of a song? | Choices: [""Home on the Range"", Home on the Range] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A song should be in quotation marks.
+The correct title is ""Home on the Range."""
+"Question: Which figure of speech is used in this text?
+There was a clear consensus in the Hampton family that they should put their dog to sleep, rather than let him continue to suffer. | Choices: [oxymoron, euphemism] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Put their dog to sleep is a more indirect way of saying have the veterinarian kill their dog."
+"Question: Which figure of speech is used in this text?
+The salesperson tried hard to convince Marco that the jacket was a good buy; after all, it was made of genuine imitation leather. | Choices: [apostrophe, oxymoron] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Genuine imitation is a contradiction, because genuine means real, and imitation means fake or synthetic."
+"Question: Read the following text from a student essay. How can the writer best improve his or her word choice?
+I saw a movie called Blob Invasion. It was really good. It was about a weird guy who was into science. He worked on bugs and small animals. He made a machine that did things to the bugs and the animals. They became big weird things. One day he transformed himself by accident. He became a big blob! He went around doing bad things to the city. In the end, a boy figured out how to change the blob back into a man. I would recommend this movie to everyone who likes fun science movies. | Choices: [by using more specific language, by reducing repetitive language] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: When you review a fellow student's writing, try to make your feedback clear and specific. You can use questions such as the following to guide your feedback:
+Ideas and development: Does the writer express a clear main idea and develop it with evidence, examples, and analysis?
+Organization: Does the writer order ideas in a clear, logical way so that the ideas build on one another and are easy to follow?
+Sentence fluency: Do the writer's sentences vary in structure and length, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely, avoiding excessive repetition or inappropriate language to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer use accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her word choice by using more specific language.
+For example, the writer could replace the underlined text with more specific language, such as incredibly entertaining, strange scientist, experimented, invented, transformed, giant slimy blobs, morphed into, giant, oozed, horrible, and all science fiction fans.
+I saw a movie called Blob Invasion. It was really good. It was about a weird guy who was into science. He worked on bugs and small animals. He made a machine that did things to the bugs and the animals. They became big weird things. One day he transformed himself by accident. He became a big blob! He went around doing bad things to the city. In the end, a boy figured out how to change the blob back into a man. I would recommend this movie to everyone who likes fun science movies."
+"Question: What do these two changes have in common?
+water boiling on a stove
+tearing a piece of paper | Choices: [Both are caused by cooling., Both are only physical changes., Both are chemical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Water boiling on the stove is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
+Tearing a piece of paper is a physical change. The paper tears into pieces. But each piece is still made of paper.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Water boiling is caused by heating. But tearing a piece of paper is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Complete the sentence.
+Mixing copper and zinc to make brass is a (). | Choices: [physical change, chemical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Mixing copper and zinc to make brass is a physical change. To make brass, a furnace melts the copper and zinc so that they can be mixed easily.
+Solid brass forms when the mixture cools. The copper and zinc are now combined as brass. But they are still made of the same types of matter as before."
+"Question: Based on this information, what is Fishie's phenotype for the body color trait? | Choices: [a gray body, BB] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Fishie's observable version of the body color trait is a gray body. So, Fishie's phenotype for the body color trait is a gray body. | Hint: In a group of guppies, some individuals have a gray body and others have a golden body. In this group, the gene for the body color trait has two alleles. The allele B is for a gray body, and the allele b is for a golden body.
+Fishie, a guppy from this group, has a gray body. Fishie has two alleles for a gray body."
+"Question: What do these two changes have in common?
+crushing a mineral into powder
+beating an egg | Choices: [Both are caused by heating., Both are chemical changes., Both are only physical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Crushing a mineral into powder is a physical change. The mineral breaks into tiny pieces. But it is still made of the same type of matter.
+Beating an egg is a physical change. Beating an egg mixes together the egg white, egg yolk, and some air. But mixing them together does not form a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Based on this information, what is Sterling's genotype for the coat color gene? | Choices: [LL, a black coat] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Sterling has two alleles for a black coat (L). So, Sterling's genotype for the coat color gene is LL. | Hint: In a group of horses, some individuals have a black coat and others have a reddish-brown coat. In this group, the gene for the coat color trait has two alleles. The allele L is for a black coat, and the allele l is for a reddish-brown coat.
+Sterling, a horse from this group, has a black coat. Sterling has two alleles for a black coat."
+"Question: Which is smoother? | Choices: [book, bark] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Smooth is a property. A smooth material is not rough or bumpy.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the book is smoother. If you touch paper, it will not feel rough or bumpy."
+"Question: Which logical fallacy is used in the text?
+President Stewart is an effective communicator, because he has a natural talent for speaking with people. | Choices: [hasty generalization: a very broad claim based on very little evidence, circular reasoning: an argument that supports a claim with the claim itself] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that President Stewart is an effective communicator because he communicates well. However, the ""evidence"" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning."
+"Question: Which word would you find on a dictionary page with the following guide words?
+snug - spider | Choices: [serve, soon] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since soon is between the guide words snug - spider, it would be found on that page."
+"Question: Which figure of speech is used in this text?
+After spending weeks in New York City, Olivia was a bit unnerved by the deafening silence of her small hometown. | Choices: [euphemism, oxymoron] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Deafening silence is a contradiction, because deafening describes something extremely loud, and silence is the absence of sound."
+"Question: The donkeys move the carts at the same speed. Which cart is pulled with a larger force? | Choices: [a cart holding 63 pounds, a cart holding 65 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the cart that is heavier.
+A cart holding 65 pounds is heavier than a cart holding 63 pounds. So, the cart holding 65 pounds needs a larger force to start moving at the same speed as the other cart. | Hint: Two donkeys pull carts from the farmhouse to the yard. The carts are the same. Each cart is holding different tools."
+"Question: Using only these supplies, which question can Reggie investigate with an experiment? | Choices: [Do the squirrels eat walnuts from large feeders more often than from small feeders?, Which type of tree do the squirrels feed from most often?, Do the squirrels select sunflower seeds or walnuts more often?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Reggie enjoys feeding the squirrels in his backyard. He notices that they spend a lot of time collecting seeds and nuts. He wonders about what factors affect which foods squirrels choose to collect. So, he decides to design an experiment. He has the following supplies available:
+two identical squirrel feeders
+a bag of sunflower seeds
+a bag of walnuts
+a tree to hang the feeders from"
+"Question: Is the following trait inherited or acquired?
+Mabel plays tennis. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play tennis. Instead, some people learn how to play tennis. Playing the sport takes practice. So, playing tennis is an acquired trait. | Hint: Hint: Playing tennis takes practice."
+"Question: Select the bird. | Choices: [sugar glider, whale shark, peafowl, porcupinefish] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Birds have feathers, two wings, and a beak. | Solution: A sugar glider is a mammal. It has fur and feeds its young milk.
+Sugar gliders can jump long distances from tree to tree. They have flaps of loose skin on their sides. These flaps help them stay in the air.
+A whale shark is a fish. It lives underwater. It has fins, not limbs.
+Whale sharks are the largest fish in the world! Adult whale sharks can weigh over 21 tons—as much as seven elephants!
+A peafowl is a bird. It has feathers, two wings, and a beak.
+The image shows a male peafowl. Male peafowl are called peacocks. Female peafowl are called peahens. Young peafowl are called peachicks!
+A porcupinefish is a fish. It lives underwater. It has fins, not limbs.
+Porcupinefish can puff up their bodies with air or water to scare off predators."
+"Question: What does this Works Cited entry indicate about the cited work?
+2015 Scholarship Handbook. New York: The College Board, 2014. Print. | Choices: [New York is the web page title., The College Board is the publisher., It is an article.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: reference-skills | Skill: Understand a Works Cited entry (MLA 7th edition) | Lecture: When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.
+Below are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.
+Books:
+Format | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.
+Example | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.
+Essays, short stories, or poems in an anthology or book:
+Format | Author(s). ""Essay, Poem, or Short Story Title."" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.
+Example | James, Henry. ""The Middle Years."" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.
+Magazine and newspaper articles:
+Format | Author(s). ""Article Title."" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.
+Example | Hayes, David J., and James H. Stock. ""The Real Cost of Coal."" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.
+Journal articles:
+Format | Author(s). ""Article Title."" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.
+Example | Gillette, Jane, et al. ""Human Simulations of Vocabulary Learning."" Cognition 73.2 (1999): 135-176. Print.
+Web pages:
+Format | Author(s). ""Page Title."" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.
+Example | Gunn, Janelle P., and Lauren E. Owens. ""How to Slash Sodium from Your Diet."" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.
+Additional guidelines:
+Author Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by ""et al.,"" which stands for and others (e.g., Smith, Jane, et al.).
+Medium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are ""Print"" and ""Web,"" but other possibilities include ""Film,"" ""E-mail,"" and ""Lecture."" Whenever the Medium of Publication is ""Web,"" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.
+Editors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. ""Ed."" stands for edited by. ""Trans."" stands for translated by.
+Missing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation ""n. pag."" is used instead. If a work has no available publication date, the abbreviation ""n.d."" is used instead. If a work has no available publisher or no available city of publication, the abbreviation ""n.p."" is used instead.
+ | Solution: Look closely at the Works Cited entry:
+2015 Scholarship Handbook. New York: The College Board, 2014. Print.
+You can tell that The College Board is the publisher by looking at the publisher name, which appears after the place of publication."
+"Question: The trucks begin to move at the same speed. Which truck needs a larger force to start moving? | Choices: [a mail truck carrying 300 pounds of mail, a mail truck carrying 200 pounds of mail] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the mail truck that is heavier.
+A mail truck carrying 300 pounds of mail is heavier than a mail truck carrying 200 pounds of mail. So, the mail truck carrying 300 pounds needs a larger force to start moving at the same speed as the other mail truck. | Hint: Two mail trucks are loaded with mail. The trucks are the same. But they are carrying different amounts of mail."
+"Question: Select the one animal that has all of the bird traits listed above. | Choices: [Red salamanders do not have lungs! They can breathe through their moist, smooth skin. Adult red salamanders live near rivers or ponds. They lay eggs with no shells under rocks or logs. The baby red salamanders live underwater., Greater flameback woodpeckers have feathers and two wings. They use their strong beaks to make holes in trees. The woodpeckers use these holes as nests for their eggs, which have white shells.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Birds have the following traits:
+They have feathers.
+They have wings.
+They have a beak.
+They make eggs with shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A red salamander has the following traits:
+It spends part of its life in water and part on land.
+It has moist skin.
+It makes eggs with no shells.
+A red salamander does not have all of the traits of a bird. A red salamander is an amphibian.
+A greater flameback woodpecker has the following traits:
+It has feathers.
+It has wings.
+It has a beak.
+It makes eggs with shells.
+A greater flameback woodpecker has the traits of a bird. A greater flameback woodpecker is a bird. | Hint: Birds are a group of animals with similar traits. The following traits can be used to identify birds:
+They have feathers.
+They have wings.
+They have a beak.
+They make eggs with shells. Observe the animals and read the descriptions."
+"Question: Does this passage describe the weather or the climate?
+Where Mark lives, winter is the rainiest season of the year. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Where Mark lives, winter is the rainiest season of the year.
+This passage tells you about the usual precipitation where Mark lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: What information supports the conclusion that Marco acquired this trait? | Choices: [Marco learned biology by doing experiments., Marco is most interested in plant biology.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Marco knows a lot about biology."
+"Question: Which sentence states a fact? | Choices: [Hans Christian Andersen's version of ""The Little Mermaid"" is not as poignant as modern retellings of the story., Hans Christian Andersen produced many fairy tales, including ""The Little Mermaid"" and ""The Ugly Duckling,"" during his literary career.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: Statements of fact make claims that are based on research, observation, or experimentation. Facts can be proved with evidence.
+Napoleon Bonaparte was shorter than King Louis XVI.
+This statement is a fact. The statement can be verified by researching and comparing the height of each man.
+Statements of opinion make claims that are based on personal judgments or perspectives. Opinions can be supported by evidence, but they cannot be definitively proved.
+Napoleon Bonaparte was a better leader than King Louis XVI.
+This statement is an opinion. People can have different ideas about what makes someone a ""better"" leader, so the statement cannot be proved. | Solution: The first sentence states a fact. It can be verified by looking up the stories written by Hans Christian Andersen.
+Hans Christian Andersen produced many fairy tales, including ""The Little Mermaid"" and ""The Ugly Duckling,"" during his literary career.
+The second sentence states an opinion. Not as poignant as indicates a personal judgment.
+Hans Christian Andersen's version of ""The Little Mermaid"" is not as poignant as modern retellings of the story."
+"Question: Which figure of speech is used in this text?
+When Porter finally agreed to let his daughter adopt the stray dog, she responded with a smile that was a mile wide. | Choices: [oxymoron, hyperbole] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+A smile that was a mile wide is an exaggeration, since it is physically impossible to have a smile that is actually a mile wide."
+"Question: Which is a run-on sentence? | Choices: [Some nice women and their young children., The people march through the streets, they want to be heard.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: The people march through the streets, they want to be heard is a run-on sentence. It has two sentences that are joined by just a comma: The people march through the streets and They want to be heard."
+"Question: Would you find the word rhythm on a dictionary page with the following guide words?
+rent - rotten | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since rhythm is between the guide words rent - rotten, it would be found on that page."
+"Question: Complete the sentence.
+Acid rain weathering a marble statue is a (). | Choices: [physical change, chemical change] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Acid rain weathering a marble statue is a chemical change. The acid rain reacts with the outside of the statue and breaks it down into a different type of matter. This new matter is then washed away by the rain. Acid rain is a type of pollution. It forms when smoke from automobiles and factories mixes with water in clouds.
+Acid rain is a type of pollution. It forms when automobiles and factories release smoke containing sulfur or nitrogen. Some of these chemicals react with water in the atmosphere. The reaction forms droplets of water that can fall back to the ground as acid rain."
+"Question: Which press release is more formal? | Choices: [On Nov. 19, musicians from all over town will battle it out in the fourth annual Jam-a-thon, happening at the amphitheater., On November 19, the Fairfax Amphitheater will host area musicians vying for top honors in the fourth annual Jam-a-thon.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second press release is more formal. It uses more elevated language (area musicians, top honors). The other press release uses idioms (battle it out) and abbreviations (Nov.)."
+"Question: Which is a complete sentence? | Choices: [Mom drank coffee and milk, I had tea., Over the summer, my cousin Debbie visited many times.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Over the summer, my cousin Debbie visited many times is a complete sentence. The subject is my cousin Debbie, and the verb is visited."
+"Question: Based on this information, what is Mei's genotype for the whisker type gene? | Choices: [hh, curved whiskers] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Mei has two alleles for curved whiskers (h). So, Mei's genotype for the whisker type gene is hh. | Hint: In a group of Syrian hamsters, some individuals have straight whiskers and others have curved whiskers. In this group, the gene for the whisker type trait has two alleles. The allele H is for straight whiskers, and the allele h is for curved whiskers.
+Mei, a Syrian hamster from this group, has curved whiskers. Mei has two alleles for curved whiskers."
+"Question: How long is a hammer? | Choices: [6 inches, 6 yards] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?
+The number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.
+There are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.
+There are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. | Solution: The better estimate for the length of a hammer is 6 inches.
+6 yards is too long. | Hint: Select the better estimate."
+"Question: What information supports the conclusion that Zachary inherited this trait? | Choices: [Zachary's mother has blue eyes. She passed this trait down to Zachary., Zachary likes to wear a blue sweater to match his blue eyes.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Zachary has blue eyes."
+"Question: Does this passage describe the weather or the climate?
+Amy noticed that the sky was filled with cumulus clouds every day last week. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Amy noticed that the sky was filled with cumulus clouds every day last week.
+This passage tells you about the clouds Amy saw last week. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Which statement describes the skydiver's motion? | Choices: [The skydiver has a constant velocity., The skydiver is accelerating.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Identify whether objects are accelerating | Lecture: An object's velocity describes its speed and its direction.
+An object has a constant velocity when neither its speed nor its direction is changing. So, an object has a constant velocity when the object is:
+moving in a straight line at a constant speed, or
+remaining motionless.
+If an object does not have a constant velocity, the object is accelerating. An object is accelerating when either its speed or its direction is changing. So, an object is accelerating when the object is:
+speeding up,
+slowing down, or
+changing direction. | Solution: The skydiver is slowing down. So, the skydiver is accelerating. | Hint: A skydiver is moving downward with decreasing speed as her parachute opens."
+"Question: Using only these supplies, which question can Bonnie investigate with an experiment? | Choices: [Do larger basketballs bounce higher than smaller basketballs on a brick patio?, Does the basketball bounce higher on gravel or on grass?, Does the basketball bounce higher on a lawn or on a dirt path?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Bonnie gets a basketball for her birthday and dribbles it around her neighborhood. She notices that sometimes the ball bounces higher than other times. She wonders what factors affect how high her ball bounces. So, she decides to design an experiment. She has the following supplies available:
+one basketball
+access to a brick patio
+access to a grassy lawn
+access to a gravel driveway
+a meterstick"
+"Question: What information supports the conclusion that Ian acquired this trait? | Choices: [Ian can cook food over a fire., Ian learned how to build a fire at summer camp.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Ian knows how to build a fire."
+"Question: Based on this information, what is Clue's phenotype for the fur texture trait? | Choices: [soft fur, rough fur] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Clue's genotype for the fur texture gene is FF. Clue's genotype of FF has only F allelles. The F allele is for rough fur. So, Clue's phenotype for the fur texture trait must be rough fur.
+To check this answer, consider whether Clue's alleles are dominant or recessive. The allele for rough fur (F) is dominant over the allele for soft fur (f). This means F is a dominant allele, and f is a recessive allele.
+Clue's genotype of FF has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Clue's phenotype for the fur texture trait must be rough fur. | Hint: In a group of dachshund dogs, some individuals have rough fur and others have soft fur. In this group, the gene for the fur texture trait has two alleles. The allele for rough fur (F) is dominant over the allele for soft fur (f).
+Clue is a dachshund dog from this group. Clue has the homozygous genotype FF for the fur texture gene."
+"Question: Is the following trait inherited or acquired?
+Jada has naturally curly hair. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Some humans are born with naturally curly hair. Others are born with naturally straight hair. Curly and straight are examples of hair texture.
+Some people decide to change how their hair looks. But this doesn't affect the natural texture of their hair. So, having naturally curly hair is an inherited trait."
+"Question: Which is a run-on sentence? | Choices: [Mr. Vance wrote the problem on the board, Mitch found the answer., The three explorers in the big forest.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Mr. Vance wrote the problem on the board, Mitch found the answer is a run-on sentence. It has two sentences that are joined by just a comma: Mr. Vance wrote the problem on the board and Mitch found the answer."
+"Question: Below are three examples of using energy from natural resources. Select the use of energy that did not add to air pollution. | Choices: [A torch burned natural gas, making a flame hot enough to melt glass., The engine on a container ship burned fuel made from petroleum oil., Wind moved a hang glider through the air.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: earth-science | Skill: Evaluate natural energy sources | Lecture: Humans have invented many ways to use natural resources. We use energy from natural resources in our daily activities, including cooking food, moving objects, and powering machines.
+Some ways of using natural resources for energy add to air pollution, and others do not.
+Wood, oil, and coal are examples of natural resources that are fuels. Burning a fuel provides energy. But it also releases chemicals that can be harmful to our health and to the environment. These chemicals add to air pollution.
+Sunlight, wind, and water are natural resources that can provide energy. Using energy from the Sun, wind, or water does not burn material. These uses of energy do not release chemicals that add to air pollution. | Solution: nan | Hint: Humans have invented many ways to use energy from natural resources. Some of these uses of energy add to air pollution, and others do not.
+Hint: Burning a material such as wood, oil, or coal releases chemicals that add to air pollution."
+"Question: Which word is not like the others? | Choices: [breakfast, lunch, nap, dinner] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: vocabulary | Skill: Which word is not like the others? | Lecture: Some words are alike. They go together in a group.
+Red, blue, and green go together. They are colors.
+Mom, dad, grandma, and grandpa go together. They are people in a family. | Solution: Dinner, lunch, and breakfast go together. They are meals. Nap is not a meal, so it is not like the other words."
+"Question: Look at the word. Does it have a closed syllable or an open syllable?
+west | Choices: [closed, open] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: word-study | Skill: Is the syllable open or closed? | Lecture: Words are made up of syllables. Two kinds of syllables are closed and open.
+A closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.
+desk: short e
+kit / ten: short i / short e
+An open syllable ends with one vowel. It usually has a long vowel sound.
+go: long o
+he / ro: long e / long o
+Some open syllables end with y. The y makes a long e sound or a long i sound.
+sky: long i
+ba / by: long a / long e | Solution: The word west ends with a consonant and has a short vowel sound. So, it has a closed syllable."
+"Question: Which figure of speech is used in this text?
+Isabella asked her mother if she could adopt a cat, and her mother replied, ""It's a definite maybe,"" so Isabella didn't want to get her hopes up. | Choices: [euphemism, oxymoron] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Definite maybe is a contradiction, because definite describes something that is sure, and maybe refers to something that is unsure."
+"Question: What kind of sentence is this?
+Give Hakim a tour of the building and then take him to Mr. Coleman's office. | Choices: [interrogative, exclamatory, imperative] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence tells someone to do something, so it is an imperative sentence. Here, it ends with a period."
+"Question: Which word would you find on a dictionary page with the following guide words?
+territory - tissue | Choices: [tarpaulin, thrown] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since thrown is between the guide words territory - tissue, it would be found on that page."
+"Question: Which text uses the word peruse in its traditional sense? | Choices: [Jonathan perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly., Jonathan perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses peruse in its traditional sense: to examine in detail.
+Jonathan perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift.
+The second text uses peruse in its nontraditional sense: to look through in a casual manner.
+Jonathan perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly.
+Most style guides recommend to use the traditional sense of the word peruse because it is considered more standard."
+"Question: Which closing is correct for a letter? | Choices: [thanks,
+Joe, Thanks,
+Joe] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Is there a surplus or a shortage of hammers? | Choices: [surplus, shortage] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Identify shortage and surplus | Lecture: There is a surplus if there is too much for sale at a given price.
+There is a shortage if there is not enough for sale at a given price.
+Surpluses and shortages usually happen when people who are selling goods or services charge too much or too little.
+When the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.
+When the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage. | Solution: At the current price, there are not enough hammers for sale. There are 30 hammers for sale, but 35 people want to buy one.
+So, there is a shortage of hammers. | Hint: Hammers cost $12 each. The hardware store has 30 hammers for sale. At that price, 35 people want to buy one."
+"Question: Using only these supplies, which question can Celine investigate with an experiment? | Choices: [Does dark chocolate or white chocolate melt faster when heated on the stove?, Does milk chocolate or dark chocolate melt faster when heated on the stove?, Does milk chocolate melt faster when heated in a microwave or on a stove?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Celine leaves some chocolates in her jacket pocket. When she finds the chocolates later, she notices that some of them have melted. She wonders what factors affect how quickly chocolate melts. So, she decides to design an experiment. She has the following supplies available:
+one bar of milk chocolate
+one bar of dark chocolate
+a stove
+a pot"
+"Question: Which logical fallacy is used in the text?
+How do I know that Karen is the most intelligent person in our geometry class? I know because she's so smart. | Choices: [circular reasoning: an argument that supports a claim with the claim itself, false dichotomy: an argument that presents only two choices when more options exist] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Karen is intelligent because she's smart. However, the ""evidence"" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning."
+"Question: What does the metaphor in this text suggest?
+When Noah lost his job, he was devastated. The only light in the sea of darkness was the prospect of pursuing a new career. | Choices: [Noah felt in the dark about what to do after losing his job., There was a benefit to Noah's job loss.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town. | Solution: The text uses a metaphor, comparing two things that are not actually alike without using like or as.
+The metaphor the only light in the sea of darkness was the prospect of pursuing a new career suggests that there was a benefit to Noah's job loss. A light would be beneficial in helping someone escape a dark, difficult-to-navigate situation. Similarly, Noah's new career was beneficial in helping him escape the emotionally difficult experience of losing his job."
+"Question: Based on this information, what is this plant's phenotype for the seed color trait? | Choices: [light brown seeds, dark brown seeds] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: The bitter melon plant's genotype for the seed color gene is dd. The bitter melon plant's genotype of dd has only d alleles. The d allele is for light brown seeds. So, the bitter melon plant's phenotype for the seed color trait must be light brown seeds.
+To check this answer, consider whether the bitter melon plant's alleles are dominant or recessive. The allele for dark brown seeds (D) is dominant over the allele for light brown seeds (d). This means D is a dominant allele, and d is a recessive allele.
+The bitter melon plant's genotype of dd has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the bitter melon plant's phenotype for the seed color trait must be light brown seeds. | Hint: In a group of bitter melon plants, some individuals have dark brown seeds and others have light brown seeds. In this group, the gene for the seed color trait has two alleles. The allele for dark brown seeds (D) is dominant over the allele for light brown seeds (d).
+A certain bitter melon plant from this group has the homozygous genotype dd for the seed color gene."
+"Question: Which of these things did Susan B. Anthony fight for? | Choices: [freedom from the British, the right to free education, Native American rights, women's right to vote] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: us-history | Skill: Susan B. Anthony | Lecture: nan | Solution: Susan B. Anthony fought for women's right to vote.
+Susan B. Anthony was born in 1820. At that time, only men could vote. Women could not vote. Susan B. Anthony did not think that was fair. She believed that men and women should have equal rights."
+"Question: A year ago, there were 12 companies that made motorized scooters. But over the past month, 5 of those companies went out of business. What probably happened to the overall supply of motorized scooters? | Choices: [The supply probably went down., The supply probably went up.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: When those 5 scooter companies closed, the number of producers went down. There were fewer companies around to make new scooters. So, the supply of motorized scooters probably went down."
+"Question: Complete the sentence.
+Amelia Earhart was a famous (). | Choices: [artist, athlete, scientist, pilot] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: us-history | Skill: Amelia Earhart | Lecture: nan | Solution: Amelia Earhart was a famous pilot. A pilot is a person who flies airplanes.
+Amelia Earhart became a pilot in the early days of airplanes. In 1903, brothers Orville and Wilbur Wright flew an airplane for the first time. Many people believe it was the first airplane flight in history. Amelia Earhart learned to fly in the 1920 s."
+"Question: Which word does not rhyme? | Choices: [ran, man, had] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words ran and man rhyme. They both end with the an sound.
+The word had does not rhyme. It ends with a different sound."
+"Question: Which figure of speech is used in this text?
+Clare gazed at the ancient pug that seemed to sleep all day and noted, ""You're an energetic puppy!"" | Choices: [pun, verbal irony] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+An energetic puppy shows verbal irony because an old, exhausted dog is far from an energetic puppy."
+"Question: Which object has the most thermal energy? | Choices: [a 200-gram bottle of water at a temperature of 15°C, a 200-gram bottle of water at a temperature of 16°C, a 200-gram bottle of water at a temperature of 27°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three bottles of water have the same mass but different temperatures. Since the 27°C bottle of water is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which pencil has less thermal energy? | Choices: [the hotter pencil, the colder pencil] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 1-kilogram brick at 70°F has half as much thermal energy as a 2-kilogram brick at 70°F. The two bricks have the same temperature, but the smaller brick has half as many atoms. So, it has half as much thermal energy. | Solution: The two pencils are made of the same material and have the same mass. So, the colder pencil has less thermal energy. | Hint: Two pencils are identical except for their temperatures."
+"Question: Which logical fallacy is used in the text?
+The two authors of this study claim that social media can be healthy for adolescents. However, neither author attended a top-ranked medical school, so you can't trust their research. | Choices: [straw man: a misrepresentation of an opponent's position that makes it easier to argue against, circular reasoning: an argument that supports a claim with the claim itself, ad hominem: an attack against the person making the argument, rather than the argument itself] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that the two authors' research on adolescents and social media can't be trusted because neither author attended a top-ranked medical school. This is a personal attack on the authors' qualifications that isn't relevant to whether their research is valid. This illustrates a type of logical fallacy known as ad hominem."
+"Question: Is the following trait inherited or acquired?
+Fred plays baseball. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play baseball. Instead, some people learn how to play baseball. Playing the sport takes practice. So, playing baseball is an acquired trait. | Hint: Hint: Playing baseball takes practice."
+"Question: Select the one substance that is not a mineral. | Choices: [Wood is a body part of a plant. It is a solid., Turquoise is a solid. It is a pure substance., Hornblende is a pure substance. It is not made by living things.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Turquoise is a mineral.
+Wood is a body part of a plant. But minerals are not made by living things.
+So, wood is not a mineral.
+Hornblende is a mineral."
+"Question: Which figure of speech is used in this text?
+Is this a dagger which I see before me,
+The handle toward my hand? Come, let me clutch thee. . .
+—William Shakespeare, Macbeth | Choices: [antithesis, apostrophe] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses apostrophe, a direct address to an absent person or a nonhuman entity.
+Come, let me clutch thee is a direct address to a dagger, a nonhuman entity."
+"Question: Which figure of speech is used in this text?
+Although Zach hasn't worked in years, his mother prefers to say that he's between jobs right now. | Choices: [oxymoron, euphemism] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Between jobs is an indirect way of saying unemployed."
+"Question: Which correctly shows the title of a movie? | Choices: [***The Adventures of Milo and Otis***, ""The Adventures of Milo and Otis""] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A movie should be in italics.
+The correct title is **The Adventures of Milo and Otis**."
+"Question: Is this a run-on sentence?
+In 1960, American pilot Francis Gary Powers was shot down and captured by the Soviets as he flew over the Ural Mountains on an intelligence mission for the CIA, nearly two years later, Powers was released in exchange for Rudolf Abel, a KGB spy who had been caught in the United States. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is a run-on sentence. It is a comma splice formed from two sentences run together, joined by just a comma.
+In 1960, American pilot Francis Gary Powers was shot down and captured by the Soviets as he flew over the Ural Mountains on an intelligence mission for the CIA, nearly two years later, Powers was released in exchange for Rudolf Abel, a KGB spy who had been caught in the United States.
+Here is one way to fix the run-on sentence:
+In 1960, American pilot Francis Gary Powers was shot down and captured by the Soviets as he flew over the Ural Mountains on an intelligence mission for the CIA. Nearly two years later, Powers was released in exchange for Rudolf Abel, a KGB spy who had been caught in the United States."
+"Question: Which logical fallacy is used in the text?
+Did you ever notice that every successful CEO has an expensive car? I guess I should get one if I'm ever going to progress in my job. | Choices: [appeal to nature: the assumption that natural things are always good, guilt by association: a negative association intended to discredit someone or something, false causation: the assumption that because two things happened together, one caused the other] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that having an expensive car leads to being a successful CEO. However, that's not necessarily true. For instance, a CEO might buy an expensive car after becoming successful. This illustrates a type of logical fallacy known as false causation."
+"Question: Based on this information, what is Butch's genotype for the coat color gene? | Choices: [LL, a black coat] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Butch has two alleles for a black coat (L). So, Butch's genotype for the coat color gene is LL. | Hint: In a group of horses, some individuals have a black coat and others have a reddish-brown coat. In this group, the gene for the coat color trait has two alleles. The allele L is for a black coat, and the allele l is for a reddish-brown coat.
+Butch, a horse from this group, has a black coat. Butch has two alleles for a black coat."
+"Question: Each bus takes the same amount of time to stop. Which school bus needs a larger force to come to a stop? | Choices: [a school bus carrying 500 pounds, a school bus carrying 650 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the school bus that is heavier.
+A school bus carrying 650 pounds is heavier than a school bus carrying 500 pounds. So, the school bus carrying 650 pounds needs a larger force to come to a stop in the same amount of time as the other bus. | Hint: Kids from two different schools are riding their school buses home. The buses are the same. They are going the same speed. But different numbers of kids are riding in each bus."
+"Question: Which is a compound sentence? | Choices: [Brian knitted a wool sweater, and Malia sewed a jacket., The skier flew down the mountain at top speed.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction and.
+Brian knitted a wool sweater, and Malia sewed a jacket."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Peter had to stay home with his brother because he wasn't feeling well., Peter's brother wasn't feeling well, so Peter had to stay home with him.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun he could refer to Peter or his brother.
+Peter had to stay home with his brother because he wasn't feeling well.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Peter's brother wasn't feeling well, so Peter had to stay home with him."
+"Question: Which object has the most thermal energy? | Choices: [a 400-gram glass of water at a temperature of 74°F, a 400-gram glass of water at a temperature of 82°F, a 400-gram glass of water at a temperature of 71°F] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three glasses of water have the same mass but different temperatures. Since the 82°F glass of water is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Complete the sentence.
+A puddle freezing into ice on a cold night is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: A puddle freezing into ice on a cold night is a change of state. So, it is a physical change. Liquid water freezes and becomes solid, but it is still made of water. A different type of matter is not formed."
+"Question: Is the following trait inherited or acquired?
+Polly plays hockey. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play hockey. Instead, some people learn how to play hockey. Playing the sport takes practice. So, playing hockey is an acquired trait."
+"Question: How long is the Grand Canyon? | Choices: [275 feet, 275 inches, 275 yards, 275 miles] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of the Grand Canyon is 275 miles.
+275 inches, 275 feet, and 275 yards are all too short. | Hint: Select the best estimate."
+"Question: Which sentence is more formal? | Choices: [Wikipedia offers articles in close to three hundred languages, including Zulu, Cherokee, and Samoan., Wikipedia has articles in a bunch of languages, including Zulu, Cherokee, and Samoan.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The first sentence is less formal. You can tell because it uses overly simple or imprecise language (has, a bunch of).
+The second sentence uses more precise language, so it is more formal overall."
+"Question: What information supports the conclusion that Helen inherited this trait? | Choices: [Helen's neighbor also has straight hair., Helen's biological mother often wears her straight hair in a ponytail., Helen's biological parents have red hair. Helen also has red hair.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Helen has straight hair."
+"Question: Based on this information, what is Winnee's genotype for the horns gene? | Choices: [Hh, not having horns] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Winnee has one allele for not having horns (H) and one allele for having horns (h). So, Winnee's genotype for the horns gene is Hh. | Hint: In a group of cows, some individuals have horns and others do not. In this group, the gene for the horns trait has two alleles. The allele H is for not having horns, and the allele h is for having horns.
+Winnee, a cow from this group, does not have horns. Winnee has one allele for not having horns and one allele for having horns."
+"Question: Select the liquid. | Choices: [coffee, stuffed tiger, plate] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Identify solids and liquids | Lecture: Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a shape of its own.
+Some solids can be bent or broken easily. Others are hard to bend or break.
+A glass cup is a solid. A sock is also a solid.
+When matter is a liquid, it takes the shape of its container.
+Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
+Juice is a liquid. Honey is also a liquid. | Solution: nan"
+"Question: Which correctly shows the title of a poem? | Choices: [Be Glad Your Nose Is on Your Face, ""Be Glad Your Nose Is on Your Face""] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A poem should be in quotation marks.
+The correct title is ""Be Glad Your Nose Is on Your Face."""
+"Question: What is the volume of a can of soda pop? | Choices: [12 gallons, 12 fluid ounces, 12 cups] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a can of soda pop is 12 fluid ounces.
+12 cups and 12 gallons are both too much. | Hint: Select the best estimate."
+"Question: Based on this information, what is Kimba's phenotype for the coat pattern trait? | Choices: [a black coat, a spotted coat] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Kimba's genotype for the coat pattern gene is aa. Kimba's genotype of aa has only a alleles. The a allele is for a spotted coat. So, Kimba's phenotype for the coat pattern trait must be a spotted coat.
+To check this answer, consider whether Kimba's alleles are dominant or recessive. The allele for a spotted coat (a) is recessive to the allele for a black coat (A). This means A is a dominant allele, and a is a recessive allele.
+Kimba's genotype of aa has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Kimba's phenotype for the coat pattern trait must be a spotted coat. | Hint: In a group of jaguars, some individuals have a black coat and others have a spotted coat. In this group, the gene for the coat pattern trait has two alleles. The allele for a spotted coat (a) is recessive to the allele for a black coat (A).
+Kimba is a jaguar from this group. Kimba has the homozygous genotype aa for the coat pattern gene."
+"Question: What do these two changes have in common?
+a log decomposing in the woods
+using polish to remove tarnish from a silver spoon | Choices: [Both are chemical changes., Both are caused by heating., Both are only physical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+The breakdown of plant and animal matter by organisms such as fungi and earthworms is called decomposition. A log decomposing in the woods is a chemical change.
+As the log breaks down, the type of matter in it changes. Over time, the log becomes softer and has a different smell.
+A tarnished silver spoon is one that has become less shiny over time. Polishing the spoon makes it look shiny again.
+The polish changes the tarnish into a different type of matter that can be easily wiped away. So, using polish to remove tarnish from silver is a chemical change.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Using only these supplies, which question can Jamal investigate with an experiment? | Choices: [Is the pet lizard more active when it is fed crickets or mealworms?, Is the pet lizard more active when its tank is heated with one heating lamp or with two heating lamps?, Is the pet lizard more active when it is fed insects or lettuce?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Jamal has a pet lizard. Jamal notices that on some days, the lizard is active and runs around the tank. On other days, the lizard hardly moves at all. Jamal wonders what factors affect how active his lizard is. So, he decides to design an experiment. He has the following supplies available:
+one pet lizard
+live crickets
+live mealworms
+one heating lamp"
+"Question: Which figure of speech is used in this text?
+Amanda's phone slipped out of her pocket, landing in the toilet with a plop. | Choices: [onomatopoeia, verbal irony] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses onomatopoeia, a word that expresses a sound.
+Plop represents the sound of the phone landing in the toilet."
+"Question: What information supports the conclusion that Clare inherited this trait? | Choices: [Clare and her father both have dark hair., Clare's parents have dark skin. They passed down this trait to Clare.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Clare has dark skin."
+"Question: Which word would you find on a dictionary page with the following guide words?
+rail - right | Choices: [ready, rooster] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since ready is between the guide words rail - right, it would be found on that page."
+"Question: Which pot of spaghetti sauce has less thermal energy? | Choices: [the colder pot of spaghetti sauce, the hotter pot of spaghetti sauce] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 1-kilogram brick at 70°F has half as much thermal energy as a 2-kilogram brick at 70°F. The two bricks have the same temperature, but the smaller brick has half as many atoms. So, it has half as much thermal energy. | Solution: The two pots of spaghetti sauce are made of the same material and have the same mass. So, the colder pot of spaghetti sauce has less thermal energy. | Hint: Two pots of spaghetti sauce are identical except for their temperatures."
+"Question: Using only these supplies, which question can Jasmine investigate with an experiment? | Choices: [Does milk chocolate melt faster when heated in a microwave or on a stove?, Does milk chocolate or dark chocolate melt faster when heated on the stove?, Does dark chocolate or white chocolate melt faster when heated on the stove?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Jasmine leaves some chocolates in her jacket pocket. When she finds the chocolates later, she notices that some of them have melted. She wonders what factors affect how quickly chocolate melts. So, she decides to design an experiment. She has the following supplies available:
+one bar of milk chocolate
+one bar of dark chocolate
+a stove
+a pot"
+"Question: Select the living thing. | Choices: [orangutan, skateboard, paper clip, soap bubble] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
+All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
+All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A paper clip is not a living thing.
+Paper clips do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
+A soap bubble is not a living thing.
+A soap bubble may grow or pop in response to the world around it. But it does not have all the traits of a living thing. It does not need food.
+A skateboard is not a living thing.
+A skateboard does not have all the traits of a living thing. It can move, but it does not grow or respond to the world around it. It does not need food or water.
+An orangutan is a living thing.
+Orangutans grow and respond to their environment. They need food and water. Orangutans are made up of many cells."
+"Question: How long does it take to paint the walls in a bedroom? | Choices: [5 seconds, 5 hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to paint the walls in a bedroom is 5 hours.
+5 seconds is too fast. | Hint: Select the better estimate."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her grammar and mechanics?
+Everyone agree that recess is important for children in elementary school, but what about middle school students? I believe that students in middle school needs time to relax and have fun during the school day. A period of free time in the afternoons give students the opportunity to go outside and enjoy some fresh air. Studies shows that exercise benefits students' attention spans. Exercise can also reduce stress, which many middle school students face on a daily basis. Therefore, middle school students in our country deserves recess, too. | Choices: [by fixing subject-verb agreement errors, by adding missing commas] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her grammar and mechanics by fixing subject-verb agreement errors.
+For example, the writer could change the first underlined verb to agree with the indefinite pronoun everyone and the others to agree with their simple subjects.
+Everyone agree that recess is important for children in elementary school, but what about middle school students? I believe that students in middle school needs time to relax and have fun during the school day. A period of free time in the afternoons give students the opportunity to go outside and enjoy some fresh air. Studies shows that exercise benefits students' attention spans. Exercise can also reduce stress, which many middle school students face on a daily basis. Therefore, middle school students in our country deserves recess, too."
+"Question: Suppose Bridgette decides to see the anacondas. Which result would be a cost? | Choices: [Bridgette will give up the chance to see the lemurs. She would have enjoyed seeing them more than the anacondas., Bridgette will save some time. The anacondas are close by, but she would have had to walk to the the other side of the zoo to see the lemurs.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Bridgette wants or needs:
+Bridgette will give up the chance to see the lemurs. She would have enjoyed seeing them more than the anacondas. | Hint: Bridgette is deciding whether to see the lemurs or the anacondas at the zoo. She wants to see lots of animals, but the zoo is closing soon."
+"Question: What does the allusion in this text suggest?
+With the gutters clogged and water rising in the streets, Lola, who was watching the storm from her window, commented, ""We're going to need an ark to get out of here."" | Choices: [Lola thinks the storm will cause major flooding., Lola wants to protect her possessions.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+The allusion to an ark suggests that Lola thinks the storm will cause major flooding. In the Bible, it rains for forty days and forty nights; Noah, his family, and animals of every species survive the great flood in an ark that he builds."
+"Question: How long is a spider's leg? | Choices: [18 meters, 18 centimeters, 18 kilometers, 18 millimeters] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a spider's leg is 18 millimeters.
+18 centimeters, 18 meters, and 18 kilometers are all too long. | Hint: Select the best estimate."
+"Question: What is the volume of a kitchen sink? | Choices: [11 fluid ounces, 11 cups, 11 gallons] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a kitchen sink is 11 gallons.
+11 fluid ounces and 11 cups are both too little. | Hint: Select the best estimate."
+"Question: Which logical fallacy is used in the text?
+Our study looked at people who were successful, as defined by their level of income. Our findings show that successful people consistently make more money than unsuccessful people. | Choices: [false causation: the assumption that because two things happened together, one caused the other, circular reasoning: an argument that supports a claim with the claim itself, ad hominem: an attack against the person making the argument, rather than the argument itself] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that successful people make more money than unsuccessful people. However, the study defines success by income level. So, the ""evidence"" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her sentence fluency?
+Getting involved in high school sports is a great way for students to build a variety of important skills. When students play on teams, for example, they learn the importance of teamwork. Teamwork is developed when players work together to achieve success. Players have to balance schoolwork with time spent on practice and games, so they learn how to budget their time well. Sports also provide an opportunity to build confidence. When players practice diligently and see improvement, they feel a sense of accomplishment, which builds self-esteem. | Choices: [by simplifying the last sentence, by using longer sentences, by adding a transition between two sentences] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her sentence fluency by adding a transition between two sentences.
+For example, the writer could add a sentence such as Improved time management is another valuable benefit of playing sports before the underlined sentence.
+Getting involved in high school sports is a great way for students to build a variety of important skills. When students play on teams, for example, they learn the importance of teamwork. Teamwork is developed when players work together to achieve success. Players have to balance schoolwork with time spent on practice and games, so they learn how to budget their time well. Sports also provide an opportunity to build confidence. When players practice diligently and see improvement, they feel a sense of accomplishment, which builds self-esteem."
+"Question: What do these two changes have in common?
+crushing a mineral into powder
+breaking a ceramic plate | Choices: [Both are only physical changes., Both are caused by cooling., Both are caused by heating., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Crushing a mineral into powder is a physical change. The mineral breaks into tiny pieces. But it is still made of the same type of matter.
+Breaking a ceramic plate is a physical change. The plate gets broken into pieces. But each piece is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Select the temperature shown by this thermometer. | Choices: [45°F, 65°F, 95°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Read a thermometer | Lecture: A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is °.
+Some thermometers measure temperature in degrees Fahrenheit (°F). Fahrenheit is one scale used to measure temperature.
+This is a tube thermometer. It has a tube filled with a red liquid.
+There is a Fahrenheit scale along the right side of the tube. The top of the red liquid lines up with the number 80 on the scale. So, the temperature shown by this thermometer is 80°F. | Solution: Find the top of the red liquid.
+Now look at the scale to the right. The top of the red liquid is halfway between 60 and 70. So, the temperature is 65°F."
+"Question: Based on this information, what is Briar's genotype for the fur color gene? | Choices: [ff, brown fur] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Briar has two alleles for brown fur (f). So, Briar's genotype for the fur color gene is ff. | Hint: In a group of rabbits, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele F is for black fur, and the allele f is for brown fur.
+Briar, a rabbit from this group, has brown fur. Briar has two alleles for brown fur."
+"Question: Which is a sentence fragment? | Choices: [The car needed gas Dad went to the gas station., Reads about many kinds of plants and animals.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Reads about many kinds of plants and animals is a sentence fragment. It is missing a subject."
+"Question: Which correctly shows the title of a poem? | Choices: [""Stopping by Woods on a Snowy Evening"", Stopping by Woods on a Snowy Evening] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A poem should be in quotation marks.
+The correct title is ""Stopping by Woods on a Snowy Evening."""
+"Question: What is the temperature of the air on a warm, sunny day? | Choices: [25°C, 25°F] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Estimate temperatures | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
+212°F | Water boils | 100°C
+98.6°F | Body temperature | 37°C
+68°F | Room temperature | 20°C
+32°F | Water freezes | 0°C
+ | Solution: The better estimate for the temperature of the air on a warm, sunny day is 25°C.
+25°F is too cold. | Hint: Select the better estimate."
+"Question: Would you find the word nation on a dictionary page with the following guide words?
+near - notify | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since nation is not between the guide words near - notify, it would not be found on that page."
+"Question: What does the verbal irony in this text suggest?
+""This is the best day of my life,"" Mr. Lopez mumbled after his car broke down on the way to an important job interview. | Choices: [Mr. Lopez liked fixing cars., Mr. Lopez was having a bad day.] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+The best day of my life ironically suggests that Mr. Lopez was having a bad day. He was having the opposite of a good day because his car broke down when he needed to be on time."
+"Question: Which word would you find on a dictionary page with the following guide words?
+magic - money | Choices: [middle, museum] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since middle is between the guide words magic - money, it would be found on that page."
+"Question: Which logical fallacy is used in the text?
+I had to speak out against the proposed noise pollution ordinance. Citizens would obviously prefer a thriving city over a silent, stagnant one. | Choices: [circular reasoning: an argument that supports a claim with the claim itself, bandwagon fallacy: the assumption that the popular choice is automatically correct, false dichotomy: an argument that presents only two choices when more options exist] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that either a city allows noise pollution or it is silent and stagnant. However, it is possible for a city to reduce noise pollution and still thrive. This illustrates a type of logical fallacy known as a false dichotomy."
+"Question: Select the one animal that has all of the mammal traits listed above. | Choices: [Canadian lynx have furry, padded feet that help them walk on snow. Canadian lynx feed their offspring milk., Common snapping turtles hatch from eggs with shells. They have powerful beaks. When a snapping turtle is threatened by a predator, it snaps its beak! Snapping turtles have scaly, waterproof skin.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Mammals have the following traits:
+They feed their offspring milk.
+They have fur or hair.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A common snapping turtle has the following traits:
+It has scaly, waterproof skin.
+It makes eggs with shells.
+A common snapping turtle does not have all of the traits of a mammal. A common snapping turtle is a reptile.
+A Canadian lynx has the following traits:
+It feeds its offspring milk.
+It has fur.
+A Canadian lynx has the traits of a mammal. A Canadian lynx is a mammal. | Hint: Mammals are a group of animals with similar traits. The following traits can be used to identify mammals:
+They feed their offspring milk.
+They have fur or hair. Observe the animals and read the descriptions."
+"Question: Which tense does the sentence use?
+Bob stirred the sauce on the stove. | Choices: [present tense, past tense, future tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, stirred. The verb ends in -ed and tells you about something that has already happened."
+"Question: Select the animal that has a backbone. | Choices: [stork, bumble bee] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A stork is a bird. Like other birds, a stork has a backbone.
+A bumble bee is an insect. Like other insects, a bumble bee does not have a backbone. It has a hard outer cover. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones."
+"Question: Which sentence states a fact? | Choices: [Zebras look funny when they chew grass., A zebra's teeth keep growing as long as the zebra lives.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The first sentence states a fact.
+A zebra's teeth keep growing as long as the zebra lives.
+It can be proved by looking up information about zebras.
+The second sentence states an opinion.
+Zebras look funny when they chew grass.
+Funny shows what a person believes, thinks, or feels. Another person might have a different opinion about how zebras look when they eat."
+"Question: Which is a run-on sentence? | Choices: [Jamal's favorite season is fall it is cool outside., Wanda spilled apple juice on the carpet.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Jamal's favorite season is fall it is cool outside is a run-on sentence. It has two sentences that are joined without end punctuation: Jamal's favorite season is fall and It is cool outside."
+"Question: Based on this information, what is this ornamental gourd plant's phenotype for the fruit color trait? | Choices: [ff, green fruit] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. The ornamental gourd plant's observable version of the fruit color trait is green fruit. So, the plant's phenotype for the fruit color trait is green fruit. | Hint: In a group of ornamental gourd plants, some individuals have yellow fruit and others have green fruit. In this group, the gene for the fruit color trait has two alleles. The allele F is for yellow fruit, and the allele f is for green fruit.
+A certain ornamental gourd plant from this group has green fruit. This plant has two alleles for green fruit."
+"Question: Which orange has less thermal energy? | Choices: [the colder orange, the hotter orange] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two oranges are made of the same material and have the same mass. So, the colder orange has less thermal energy. | Hint: Two oranges are identical except for their temperatures."
+"Question: What is the text's most likely purpose? | Choices: [to persuade, to inform, to entertain] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: writing-strategies | Skill: Identify the purpose of a text | Lecture: Authors write texts for different purposes, or reasons. Common purposes for writing are to persuade, to inform, or to entertain readers.
+Authors persuade by convincing readers to believe or do something.
+An advertisement tries to convince readers to buy a product.
+A political poster tries to convince readers to vote for someone.
+Authors inform by telling readers about a topic or process.
+A news article explains something that happened.
+A recipe describes how to cook a dish.
+Authors entertain by giving readers something to enjoy.
+A joke tries to make readers laugh.
+A poem tries to please readers. | Solution: The text is an advertisement. Its purpose is to persuade. | Hint: Read the text below.
+Don't get caught in the rain! Buy two umbrellas and get a third for free! You'll love our new colors and patterns."
+"Question: How long does it take to tie your shoes? | Choices: [25 hours, 25 seconds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to tie your shoes is 25 seconds.
+25 hours is too slow. | Hint: Select the better estimate."
+"Question: Based on this information, what is Zuri's phenotype for the coat pattern trait? | Choices: [a spotted coat, a black coat] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Zuri's genotype for the coat pattern gene is aa. Zuri's genotype of aa has only a alleles. The a allele is for a black coat. So, Zuri's phenotype for the coat pattern trait must be a black coat.
+To check this answer, consider whether Zuri's alleles are dominant or recessive. The allele for a black coat (a) is recessive to the allele for a spotted coat (A). This means A is a dominant allele, and a is a recessive allele.
+Zuri's genotype of aa has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Zuri's phenotype for the coat pattern trait must be a black coat. | Hint: In a group of leopards, some individuals have a spotted coat and others have a black coat. In this group, the gene for the coat pattern trait has two alleles. The allele for a black coat (a) is recessive to the allele for a spotted coat (A).
+Zuri is a leopard from this group. Zuri has the homozygous genotype aa for the coat pattern gene."
+"Question: Which logical fallacy is used in the text?
+Mr. Castro argues that we need to do more to prevent workplace injuries and fatalities. I doubt that someone so socially awkward would know a thing about office safety. | Choices: [ad hominem: a personal attack against one's opponent, appeal to nature: the assumption that natural things are always good] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that being socially awkward determines knowledge of workplace safety. This is a personal attack that isn't relevant to Mr. Castro's desire to prevent workplace injuries. This illustrates a type of logical fallacy known as ad hominem."
+"Question: Is this a sentence fragment?
+A new detective series by J. K. Rowling published under the pseudonym of Robert Galbraith after she completed her seven-volume Harry Potter series. | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify sentence fragments | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A sentence fragment is a group of words that does not express a complete thought.
+Rehearsing daily because we have a concert in two weeks.
+This fragment is missing a subject. It doesn't tell who is rehearsing.
+The band I'm in.
+This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
+Because we have a concert in two weeks.
+This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | Solution: This is a sentence fragment. It does not express a complete thought.
+A new detective series by J. K. Rowling published under the pseudonym of Robert Galbraith after she completed her seven-volume Harry Potter series.
+Here is one way to fix the sentence fragment:
+Author J. K. Rowling released a new detective series published under the pseudonym of Robert Galbraith after she completed her seven-volume Harry Potter series."
+"Question: Select the vertebrate. | Choices: [atlas moth, toucan] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have a hard outer cover on their body. Other invertebrates have a soft body. | Solution: An atlas moth is an insect. Like other insects, an atlas moth is an invertebrate. It does not have a backbone. It has a hard outer cover.
+A toucan is a bird. Like other birds, a toucan is a vertebrate. It has a backbone. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: What is the mass of an adult hippopotamus? | Choices: [2 tons, 2 ounces, 2 pounds] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of an adult hippopotamus is 2 tons.
+2 ounces and 2 pounds are both too light. | Hint: Select the best estimate."
+"Question: Which logical fallacy is used in the text?
+Don't feed the dog any scraps. Next thing you know, you'll be setting a place for the dog at the dinner table. | Choices: [slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, ad hominem: an attack against the person making the argument, rather than the argument itself, false causation: the assumption that because two things happened together, one caused the other] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that feeding the dog table scraps will lead to the dog being served at the table. However, this isn't necessarily true. This argument offers only one extreme and unlikely outcome. This illustrates a type of logical fallacy known as the slippery slope fallacy."
+"Question: Which text uses the word can in its traditional sense? | Choices: [In an effort to reduce human impact on nature trails, some national parks limit the numbers of hikers per group. Olympic National Park, for instance, maintains that only twelve people can hike in each group., Some parts of the Olympic National Park coastal trail are quite strenuous. The National Park Service encourages only those hikers who can climb and hike on slippery rocks to make the trek.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses can in its traditional sense: to have the ability to.
+Some parts of the Olympic National Park coastal trail are quite strenuous. The National Park Service encourages only those hikers who can climb and hike on slippery rocks to make the trek.
+The first text uses can in its nontraditional sense: to have permission to.
+In an effort to reduce human impact on nature trails, some national parks limit the numbers of hikers per group. Olympic National Park, for instance, maintains that only twelve people can hike in each group.
+Most style guides recommend to use the traditional sense of the word can because it is considered more standard."
+"Question: Which logical fallacy is used in the text?
+Helen's shoes are superior, because they're made from one hundred percent snakeskin, not synthetic materials. | Choices: [straw man: a misrepresentation of an opponent's position that makes it easier to argue against, appeal to nature: the assumption that natural things are always good] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Helen's shoes are the best, because they're made with snakeskin rather than synthetic materials. However, even though the shoes are made from snakes, that doesn't necessarily mean that they are better. This illustrates a type of logical fallacy known as an appeal to nature."
+"Question: Which figure of speech is used in this text?
+Maria, please stay away from the ocean. You shouldn't go in the water until you know how to swim. | Choices: [paradox, oxymoron] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+You shouldn't go in the water until you know how to swim at first appears to be contradictory, because it is impossible to learn how to swim without going in the water. However, it contains some truth: you should not go into deep or dangerous water without first knowing how to swim."
+"Question: Which job does the digestive system do? | Choices: [helps cells get building materials from food, helps make food] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Body systems: digestion | Lecture: All organisms need food. Food gives organisms the energy they need to survive.
+Animals get their food by eating other organisms. An animal's digestive system breaks down food into small particles of fat, protein, sugar, and other nutrients. The blood carries these small particles to cells throughout the animal's body.
+Inside cells, nutrient particles can be broken down to release energy. Cells need energy to do their jobs. A cell's job might include sending signals to other cells, rearranging chemicals to make new substances, or moving substances from place to place.
+Cells also use nutrient particles as building materials. Cells use building materials to help the animal grow and to replace worn-out parts. | Solution: The digestive system breaks down food into small particles of nutrients. Cells can get energy and building materials from these small particles.
+The digestive system does not help make food. Animals cannot make food inside their bodies. They must eat other organisms."
+"Question: What kind of sentence is this?
+How well does Roger play the guitar? | Choices: [imperative, interrogative] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: What is the mass of a piece of candy corn? | Choices: [2 kilograms, 2 grams] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a piece of candy corn is 2 grams.
+2 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: Which closing is correct for a letter? | Choices: [Best wishes,
+Lucy, best wishes,
+Lucy] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which object has the least thermal energy? | Choices: [a cookie at a temperature of 32°C, a cookie at a temperature of 27°C, a cookie at a temperature of 17°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: All three cookies have the same mass but different temperatures. Since the 17°C cookie is the coldest, it has the least thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Based on this information, what is Oliver's phenotype for the body hair trait? | Choices: [a hairless body, a hairy body] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Oliver's genotype for the body hair gene is bb. Oliver's genotype of bb has only b alleles. The b allele is for a hairless body. So, Oliver's phenotype for the body hair trait must be a hairless body.
+To check this answer, consider whether Oliver's alleles are dominant or recessive. The allele for a hairless body (b) is recessive to the allele for a hairy body (B). This means B is a dominant allele, and b is a recessive allele.
+Oliver's genotype of bb has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Oliver's phenotype for the body hair trait must be a hairless body. | Hint: In a group of cats, some individuals have a hairy body and others have a hairless body. In this group, the gene for the body hair trait has two alleles. The allele for a hairless body (b) is recessive to the allele for a hairy body (B).
+Oliver is a cat from this group. Oliver has the homozygous genotype bb for the body hair gene."
+"Question: Which type of sentence is this?
+Aaron has an unconventional swing, but he manages to drive the ball farther than some professional golfers. | Choices: [simple, complex, compound-complex, compound] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction but.
+Aaron has an unconventional swing, but he manages to drive the ball farther than some professional golfers."
+"Question: Which correctly shows the title of a poem? | Choices: [""All the World's a Stage"", ""all the world's a Stage""] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The words the and a are not important, so they should not be capitalized.
+The correct title is ""All the World's a Stage."""
+"Question: Which figure of speech is used in this text?
+Although Billy hasn't worked in years, his mother prefers to say that he's between jobs right now. | Choices: [euphemism, oxymoron] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Between jobs is an indirect way of saying unemployed."
+"Question: Which word does not rhyme? | Choices: [case, mule, chase] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the ip sound.
+The words lake and make rhyme. They both end with the ake sound.
+The words tip and lake don't rhyme. They end with different sounds. | Solution: The words chase and case rhyme. They both end with the ase sound.
+The word mule does not rhyme. It ends with a different sound."
+"Question: Suppose Gina decides to eat the almonds. Which result would be a cost? | Choices: [Gina will give up the chance to eat the fudge. Gina thinks fudge would have tasted better than almonds will., Gina will get to eat the almonds. The almonds will be healthier than the fudge would have been.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Gina wants or needs:
+Gina will give up the chance to eat the fudge. Gina thinks fudge would have tasted better than almonds will. | Hint: Gina is deciding whether to eat almonds or fudge for an afternoon snack. She would like to eat something tasty, but she is also trying to be healthier."
+"Question: Which text uses the word literally in its traditional sense? | Choices: [The curry that the chef prepared was so spicy that Jasper's mouth was literally on fire by the time he finished his meal., The curry that the chef prepared was so spicy that Jasper literally had to drink three glasses of milk to ease the pain.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses literally in its traditional sense: in a factual, non-exaggerated way.
+The curry that the chef prepared was so spicy that Jasper literally had to drink three glasses of milk to ease the pain.
+The first text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). Jasper's mouth may be in pain, but it is not actually on fire.
+The curry that the chef prepared was so spicy that Jasper's mouth was literally on fire by the time he finished his meal.
+Most style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect."
+"Question: Select the animal. | Choices: [Maple trees have star-shaped leaves., Mosquitoes can walk and fly.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A maple tree is a plant. It has star-shaped leaves.
+Maple trees have green leaves in the spring and summer. In the fall, their leaves turn yellow, red, or brown.
+A mosquito is an animal. It drinks nectar and fruit juice.
+A mosquito is an insect. Only female mosquitoes drink blood."
+"Question: Compare the motion of two bats. Which bat was moving at a lower speed? | Choices: [a bat that moved 140miles in 10hours, a bat that moved 55miles in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each bat moved and the time it took to move that distance.
+One bat moved 55 miles in 10 hours.
+The other bat moved 140 miles in 10 hours.
+Notice that each bat spent the same amount of time moving. The bat that moved 55 miles moved a shorter distance in that time. So, that bat must have moved at a lower speed."
+"Question: Which is harder? | Choices: [metal nail, nylon track suit] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Hard is a property. A hard material keeps its shape when you press on it with your finger.
+Look at each picture, one at a time. Imagine pushing on the material shown in each picture.
+Of the choices, the metal nail is harder. If you squeeze a metal nail, it will not change shape."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [If Tommy doesn't know how to make homemade waffles, he can find it in the cookbook., If Tommy doesn't know how to make homemade waffles, he can find the recipe in the cookbook.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.
+The first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the recipe.
+If Tommy doesn't know how to make homemade waffles, he can find the recipe in the cookbook."
+"Question: Select the one substance that is not a rock. | Choices: [Soapstone is a solid. It is not made by living things., Paper is made in a factory. It is a solid., Chert is a solid. It is not a pure substance.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify rocks using properties | Lecture: Rocks are made of minerals. Here are some properties of rocks:
+They are solid.
+They are formed in nature.
+They are not made by living things.
+They are not pure substances. | Solution: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.
+Paper is made in a factory. But all rocks are formed in nature.
+So, paper is not a rock.
+Chert is a rock.
+Soapstone is a rock."
+"Question: Which logical fallacy is used in the text?
+Did you really vote for Ken as class treasurer? Didn't you hear that his uncle was imprisoned for embezzling $1.5 million? | Choices: [guilt by association: a negative association intended to discredit someone or something, false dichotomy: an argument that presents only two choices when more options exist] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Ken can't be trusted with money, because his uncle embezzled money. However, even though his uncle couldn't be trusted with money, that doesn't necessarily mean that Ken can't be trusted with it. This illustrates a type of logical fallacy known as guilt by association."
+"Question: What does the personification in this text suggest?
+Ten thousand daffodils saw I at a glance,
+Tossing their heads in sprightly dance.
+—William Wordsworth, ""I wandered lonely as a Cloud"" | Choices: [The daffodils were moving in the wind., The daffodils were bent over.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind. | Solution: The text uses personification, giving human characteristics to nonhuman things.
+Tossing their heads in sprightly dance suggests that the daffodils were moving in the wind. The poet describes flowers blowing around on their stems as dancers tossing their heads."
+"Question: Does this passage describe the weather or the climate?
+It was windy today where Jenny lives. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+It was windy today where Jenny lives.
+This passage tells you about the wind today where Jenny lives. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Which empty mug has a lower temperature? | Choices: [the empty mug with less thermal energy, the empty mug with more thermal energy] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two empty mugs are made of the same material and have the same mass. So, the empty mug with less thermal energy has a lower temperature. | Hint: Two empty mugs are identical except for their thermal energies."
+"Question: What kind of sentence is this?
+Amelia considers Paris the most romantic city in the world. | Choices: [declarative, interrogative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement and always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An interrogative sentence asks a question and always ends with a question mark.
+Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
+An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence is a statement and ends with a period. It is a declarative sentence."
+"Question: Which text uses the word peruse in its traditional sense? | Choices: [Manuel perused the nails in the hardware aisle for almost an hour, trying to figure out which type would be best for his project., Before returning to the stockroom, Manuel briefly perused the nails in the hardware aisle to see if anything needed to be restocked.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses peruse in its traditional sense: to examine in detail.
+Manuel perused the nails in the hardware aisle for almost an hour, trying to figure out which type would be best for his project.
+The second text uses peruse in its nontraditional sense: to look through in a casual manner.
+Before returning to the stockroom, Manuel briefly perused the nails in the hardware aisle to see if anything needed to be restocked.
+Most style guides recommend to use the traditional sense of the word peruse because it is considered more standard."
+"Question: Using only these supplies, which question can Kyle investigate with an experiment? | Choices: [Is the pet lizard more active when it is fed insects or lettuce?, Is the pet lizard more active when its tank is heated with one heating lamp or with two heating lamps?, Is the pet lizard more active when it is fed crickets or mealworms?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Kyle has a pet lizard. Kyle notices that on some days, the lizard is active and runs around the tank. On other days, the lizard hardly moves at all. Kyle wonders what factors affect how active his lizard is. So, he decides to design an experiment. He has the following supplies available:
+one pet lizard
+live crickets
+live mealworms
+one heating lamp"
+"Question: How long is a ladybug? | Choices: [9 meters, 9 kilometers, 9 millimeters, 9 centimeters] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a ladybug is 9 millimeters.
+9 centimeters, 9 meters, and 9 kilometers are all too long. | Hint: Select the best estimate."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [According to Zoe, Willie Mays hit 660 career home runs, although Joe DiMaggio had a higher batting average. She said that he is her favorite player., According to Zoe, Willie Mays hit 660 career home runs, although Joe DiMaggio had a higher batting average. She said that Mays is her favorite player.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun he could refer to Joe Di Maggio or Willie Mays.
+The first answer choice shows a possible correction for the vague pronoun reference. He has been replaced with Mays.
+According to Zoe, Willie Mays hit 660 career home runs, although Joe DiMaggio had a higher batting average. She said that Mays is her favorite player."
+"Question: Would you find the word tablet on a dictionary page with the following guide words?
+then - tin | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since tablet is not between the guide words then - tin, it would not be found on that page."
+"Question: Select the mixture. | Choices: [tomato soup, salt] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Identify mixtures | Lecture: A pure substance is made of only one type of matter.
+A mixture is made of two or more types of matter mixed together. | Solution: nan"
+"Question: What information supports the conclusion that Aaliyah acquired this trait? | Choices: [When Aaliyah was young, her grandmother taught her how to cut chili peppers., Aaliyah learned how to make chili from a recipe book., Aaliyah's friends like to make chili with her.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Aaliyah knows how to make chili."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Jane had witnessed a crime, so she made a call to report it. The operator promptly dispatched police to investigate the scene., Jane had witnessed a crime, so she made a call to report it. They promptly dispatched police to investigate the scene.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.
+The first answer choice shows a possible correction for the vague pronoun reference. They has been replaced with the operator.
+Jane had witnessed a crime, so she made a call to report it. The operator promptly dispatched police to investigate the scene."
+"Question: Which is smoother? | Choices: [glass bowl, concrete sidewalk] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Smooth is a property. A smooth material is not rough or bumpy.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the glass bowl is smoother. If you touch a glass bowl, it will not feel rough or bumpy."
+"Question: What kind of sentence is this?
+Jenna put a bandage on my cut. | Choices: [declarative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, and it ends with a period. It is a declarative sentence."
+"Question: How long is a leather belt? | Choices: [26 feet, 26 yards, 26 inches, 26 miles] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a leather belt is 26 inches.
+26 feet, 26 yards, and 26 miles are all too long. | Hint: Select the best estimate."
+"Question: Which sentence states a fact? | Choices: [Abraham Lincoln was one of the greatest American presidents., Abraham Lincoln, the 16th president of the United States, was elected in 1860.] | Task: closed choice | Subject: social science | Grade: grade8 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved true by research or observation.
+George Washington became president of the United States in 1789.
+This statement is a fact. It can be proved by researching what year George Washington was inaugurated president.
+An opinion is something that a person believes, thinks, or feels. An opinion can be supported by evidence, but it cannot be proved true.
+George Washington was a better president than Thomas Jefferson.
+This statement is an opinion. People can have different ideas about what makes someone a ""better"" president, so the statement cannot be proved. | Solution: The first sentence states a fact.
+Abraham Lincoln, the 16 th president of the United States, was elected in 1860.
+It can be proved by looking up the year that Abraham Lincoln was elected president.
+The second sentence states an opinion.
+Abraham Lincoln was one of the greatest American presidents.
+Greatest shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes a president great at his or her job."
+"Question: Select the gas. | Choices: [water in a sink, door, tortoise shell, helium] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Identify solids, liquids, and gases | Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
+Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
+When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
+Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
+When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
+Many gases are invisible. Air is a gas. | Solution: A door is a solid. A solid has a size and shape of its own. When you open or close a door, it keeps its shape.
+The water in a sink is a liquid. A liquid takes the shape of any container it is in. If you move the water from a sink into a different container, the water will take the shape of that container. But the water will still take up the same amount of space.
+Helium is a gas. A gas expands to fill a space. Helium is lighter than air. So, if you fill a balloon with helium, the balloon will rise. If helium leaks out of the balloon, the helium will expand into the space around the balloon.
+A tortoise shell is a solid. A solid has a size and shape of its own. A tortoise shell is made of a solid called keratin, just like your fingernails!"
+"Question: Complete the sentence.
+The First Amendment says that the government cannot take away a person's freedom of speech or (). | Choices: [right to drive a car, voting rights, freedom of religion] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: civics | Skill: The Bill of Rights | Lecture: nan | Solution: The First Amendment says that the government cannot take away a person's freedom of speech or freedom of religion. In the United States, voting rights are not a part of freedom of speech. Freedom of speech means that Americans can say and write what they want. But there are some limits on freedom of speech. For example, a person cannot write lies about someone in a newspaper. But the government cannot stop speech just because someone disagrees with it. Freedom of religion means a person can choose his or her own religion. In the United States, the government cannot tell a person what to believe. The complete text of the First Amendment is below. Does it mention any other rights? Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances."
+"Question: What do these two changes have in common?
+ice melting in a cup
+pouring milk on oatmeal | Choices: [Both are only physical changes., Both are caused by cooling., Both are chemical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Ice melting in a cup is a change of state. So, it is a physical change. The solid ice becomes liquid, but it is still made of water.
+The links between atoms in the water molecules do not change. So, a different type of matter is not formed.
+Pouring milk on oatmeal is a physical change. The oatmeal and milk form a creamy mixture. But making this mixture does not form a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Ice melting is caused by heating. But pouring milk on oatmeal is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Is the following trait inherited or acquired?
+Jared knows how to type. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to type. Instead, many people learn how to type. So, typing is an acquired trait. | Hint: Hint: Typing takes practice."
+"Question: What do these two changes have in common?
+baking cookies
+a piece of pizza rotting in a trashcan | Choices: [Both are caused by heating., Both are chemical changes., Both are caused by cooling., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Baking cookies is a chemical change. The type of matter in the cookie dough changes when it is baked. The cookie dough turns into cookies!
+A piece of pizza rotting is a chemical change. The matter in the pizza breaks down and slowly turns into a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Baking is caused by heating. But a piece of pizza rotting is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What do these two changes have in common?
+carving a piece of wood
+mixing sand and gravel | Choices: [Both are chemical changes., Both are caused by cooling., Both are caused by heating., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Carving a piece of wood is a physical change. The wood changes shape, but it is still made of the same type of matter.
+Mixing sand and gravel is a physical change. Together, the sand and gravel make a mixture. But making this mixture does not form a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What do these two changes have in common?
+cooking an egg
+burning food on a stove | Choices: [Both are chemical changes., Both are only physical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Cooking an egg is a chemical change. The heat causes the matter in the egg to change. Cooked eggs and raw eggs are made of different types of matter.
+Food burning on a stove is a chemical change. The type of matter in the food changes. The food turns black and gives off smoke.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which bowl of cereal has less thermal energy? | Choices: [the colder bowl of cereal, the hotter bowl of cereal] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 1-kilogram brick at 70°F has half as much thermal energy as a 2-kilogram brick at 70°F. The two bricks have the same temperature, but the smaller brick has half as many atoms. So, it has half as much thermal energy. | Solution: The two bowls of cereal are made of the same material and have the same mass. So, the colder bowl of cereal has less thermal energy. | Hint: Two bowls of cereal are identical except for their temperatures."
+"Question: Which greeting is correct for a letter? | Choices: [dear Grandma Molly,, Dear Grandma Molly,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Grandma Molly is capitalized because it is a proper noun."
+"Question: Complete the sentence so that it uses personification.
+The wind () dispersed the leaves that Erik had spent so long raking. | Choices: [lightly, carelessly] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word carelessly. It describes the wind as if it were a person who didn't care."
+"Question: Which figure of speech is used in this text?
+Parting is such sweet sorrow. . .
+—William Shakespeare, Romeo and Juliet | Choices: [assonance, oxymoron] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Sweet sorrow is a contradiction, because sweet describes something that is gentle and pleasant, while sorrow refers to grief or sadness."
+"Question: Select the animal. | Choices: [Tulips have a green stem., Woodpeckers eat insects, fruit, and nuts.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A woodpecker is an animal. It eats insects, fruit, and nuts.
+Woodpeckers have strong beaks. They use their beaks to drill into wood to hunt for food.
+A tulip is a plant. It has a green stem.
+Tulips grow best in cool, dry places."
+"Question: What does the allusion in this text suggest?
+When Pamela claimed she had loaded the dishwasher before turning on Dancing with the Stars, her mother replied, ""Your nose is growing!"" | Choices: [Pamela was lying., Pamela was goofy.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+The allusion nose is growing suggests that Pamela was lying. In the story of Pinocchio, when Pinocchio lies, his nose grows longer."
+"Question: How long is a parking space? | Choices: [24 inches, 24 feet] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?
+The number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.
+There are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.
+There are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. | Solution: The better estimate for the length of a parking space is 24 feet.
+24 inches is too short. | Hint: Select the better estimate."
+"Question: Which is a compound sentence? | Choices: [Her dog happily fetched his tennis ball from the muddy puddle and eagerly waited for her to throw it again., I followed Sarah's recipe, but my chicken pot pie tasted nothing like hers.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction but.
+I followed Sarah's recipe, but my chicken pot pie tasted nothing like hers."
+"Question: What information supports the conclusion that Pete acquired this trait? | Choices: [Pete has two pet fish. The fish live in a fish tank together., Pete was not born knowing how to identify different fish. He had to learn this skill.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Pete is good at identifying fish."
+"Question: Complete the sentence so that it uses personification.
+The ancient car () whenever someone tries to use it. | Choices: [throws a fit, produces thick smoke] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the phrase throws a fit. It describes the car as if it were a person who is upset."
+"Question: Which correctly shows the title of a book? | Choices: [***A Boat to Nowhere***, ""A Boat to Nowhere""] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A book should be in italics.
+The correct title is **A Boat to Nowhere**."
+"Question: What information supports the conclusion that Kimberly inherited this trait? | Choices: [Kimberly and her father both have dark hair., Kimberly's parents have dark skin. They passed down this trait to Kimberly.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Kimberly has dark skin."
+"Question: Which logical fallacy is used in the text?
+Tons of people still believe the Earth is flat! Maybe there's something to their argument? | Choices: [guilt by association: a negative association intended to discredit someone or something, bandwagon fallacy: the assumption that the popular choice is automatically correct, straw man: a misrepresentation of an opponent's position that makes it easier to argue against] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that the belief that the Earth is flat might be true because it is common. However, a belief isn't necessarily more reasonable just because many people hold it. This illustrates a type of logical fallacy known as the bandwagon fallacy."
+"Question: Which figure of speech is used in this text?
+In the 1950s, there was great societal pressure on women to stay at home and raise children. Many women enjoyed doing so, but for others home was a prison they yearned to escape. | Choices: [simile, metaphor] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses a metaphor, comparing two things that are not actually alike without using like or as.
+Home was a prison compares home to a prison without using like or as."
+"Question: Suppose Kyle decides to get the peach ice cream. Which result would be a cost? | Choices: [Kyle will get to eat the peach ice cream. He likes this flavor more than chocolate almond., Kyle will give up the chance to get a free waffle cone. He would have enjoyed the waffle cone.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Kyle wants or needs:
+Kyle will give up the chance to get a free waffle cone. He would have enjoyed the waffle cone. | Hint: Kyle is deciding whether to get peach ice cream or chocolate almond ice cream. He likes peach more than chocolate almond. But a scoop of chocolate almond ice cream comes with a free waffle cone."
+"Question: Which is the most flexible? | Choices: [nylon swim shorts, plastic ball, clay tile] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Flexible is a property. A flexible material can be bent without breaking easily.
+Look at each picture, one at a time. Imagine bending the material shown in each picture.
+Of the choices, the nylon swim shorts are the most flexible. If you fold nylon fabric, it will not break."
+"Question: How long is a school bus? | Choices: [12 yards, 12 feet] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?
+The number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.
+There are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.
+There are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. | Solution: The better estimate for the length of a school bus is 12 yards.
+12 feet is too short. | Hint: Select the better estimate."
+"Question: Which closing is correct for a letter? | Choices: [thanks,
+Todd, Thanks,
+Todd] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which is the hardest? | Choices: [paper crane, rubber band, bone] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Hard is a property. A hard material keeps its shape when you press on it with your finger.
+Look at each picture, one at a time. Imagine pushing on the material shown in each picture.
+Of the choices, the bone is the hardest. If you press on a bone, it will not change shape."
+"Question: Assume all other forces on Dominic are balanced. Which statement describes the forces on Dominic? | Choices: [The forces are unbalanced, so there is a net force on Dominic., The forces are balanced, so there is no net force on Dominic.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Balanced and unbalanced forces | Lecture: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
+When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
+When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | Solution: To determine if there is a net force on Dominic, look at the forces:
+Earth's gravity is pulling Dominic down with a force of 400 N.
+The diving board is pushing Dominic up with a force of 400 N.
+The forces are in opposite directions, and the forces have the same magnitude: 400 N. This means that the forces are balanced, so there is no net force on Dominic. | Hint: Dominic is standing on a diving board at the pool. Earth's gravity is pulling down on Dominic with a force of 400N. The diving board is pushing up on Dominic with a force of 400N."
+"Question: What is the source of the allusion in the sentence below?
+Before Allie had even met her future husband in person, she knew about his reputation as a Romeo. | Choices: [British history, literature] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Romeo is literature.
+In William Shakespeare's Romeo and Juliet, Romeo is known for the eloquent declaration of love with which he woos Juliet.
+The allusion Romeo means a man who is very romantic."
+"Question: What information supports the conclusion that Luther acquired this trait? | Choices: [Luther learned history by reading., Luther is most interested in American history.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Luther knows a lot about history."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [When Eva returned to the apartment that evening, she greeted Mary with a hug., Eva greeted Mary with a hug when she returned to the apartment that evening.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun she could refer to Eva or Mary.
+Eva greeted Mary with a hug when she returned to the apartment that evening.
+The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+When Eva returned to the apartment that evening, she greeted Mary with a hug."
+"Question: What does the idiom in this text suggest?
+Mr. and Mrs. Hartman usually see eye to eye, but not when it comes to the controversial mayoral race. | Choices: [Mr. and Mrs. Hartman are not politically active., Mr. and Mrs. Hartman usually agree.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom see eye to eye suggests that Mr. and Mrs. Hartman usually agree. When you see eye to eye with someone, you share their opinion."
+"Question: What information supports the conclusion that Stefan acquired this trait? | Choices: [Some scars fade more quickly than others., Stefan's scar was caused by an accident. He cut his arm when he fell off his bicycle.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Stefan has a scar on his right arm."
+"Question: Which text uses the word peruse in its traditional sense? | Choices: [The detective leisurely perused the newspaper, hoping to go unnoticed by the suspect during the stakeout., The detective carefully perused the newspaper, hoping to find a coded message hidden in the personal ads.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses peruse in its traditional sense: to examine in detail.
+The detective carefully perused the newspaper, hoping to find a coded message hidden in the personal ads.
+The first text uses peruse in its nontraditional sense: to look through in a casual manner.
+The detective leisurely perused the newspaper, hoping to go unnoticed by the suspect during the stakeout.
+Most style guides recommend to use the traditional sense of the word peruse because it is considered more standard."
+"Question: Is this a run-on sentence?
+At the Morbid Anatomy Museum in Brooklyn, students can take taxidermy workshops in which they learn how to skin and stuff dead mice. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.
+At the Morbid Anatomy Museum in Brooklyn, students can take taxidermy workshops in which they learn how to skin and stuff dead mice."
+"Question: How long is an adult alligator? | Choices: [12 inches, 12 yards, 12 miles, 12 feet] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of an adult alligator is 12 feet.
+12 inches is too short. 12 yards and 12 miles are too long. | Hint: Select the best estimate."
+"Question: Based on this information, what is Twinkle's phenotype for the leg color trait? | Choices: [white legs, yellow legs] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Twinkle's genotype for the leg color gene is LL. Twinkle's genotype of LL has only L allelles. The L allele is for white legs. So, Twinkle's phenotype for the leg color trait must be white legs.
+To check this answer, consider whether Twinkle's alleles are dominant or recessive. The allele for yellow legs (l) is recessive to the allele for white legs (L). This means L is a dominant allele, and l is a recessive allele.
+Twinkle's genotype of LL has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Twinkle's phenotype for the leg color trait must be white legs. | Hint: In a group of chickens, some individuals have white legs and others have yellow legs. In this group, the gene for the leg color trait has two alleles. The allele for yellow legs (l) is recessive to the allele for white legs (L).
+Twinkle is a chicken from this group. Twinkle has the homozygous genotype LL for the leg color gene."
+"Question: Select the one substance that is not a rock. | Choices: [Scoria is formed in nature. It is not made by living things., Sandstone is a solid. It is not a pure substance., Bronze is made by humans. It is not a pure substance.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify rocks using properties | Lecture: Rocks are made of minerals. Here are some properties of rocks:
+They are solid.
+They are formed in nature.
+They are not made by living things.
+They are not pure substances. | Solution: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.
+Sandstone is a rock.
+Scoria is a rock.
+Bronze is made by humans. But rocks are not made by living things.
+So, bronze is not a rock."
+"Question: Which word would you find on a dictionary page with the following guide words?
+smother - spoon | Choices: [snap, steak] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since snap is between the guide words smother - spoon, it would be found on that page."
+"Question: Select the solid. | Choices: [fruit punch, pipe cleaner, coffee, caramel sauce] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Identify solids, liquids, and gases | Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
+Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
+When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
+Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
+When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
+Many gases are invisible. Air is a gas. | Solution: Coffee is a liquid. A liquid takes the shape of any container it is in. If you pour coffee into a different container, the coffee will take the shape of that container. But the coffee will still take up the same amount of space.
+Caramel sauce is a liquid. A liquid takes the shape of any container it is in. If you pour caramel sauce into a container, the caramel sauce will take the shape of that container. But the caramel sauce will still take up the same amount of space.
+A pipe cleaner is a solid. You can easily bend a pipe cleaner. But it will still have a size and shape of its own.
+Fruit punch is a liquid. A liquid takes the shape of any container it is in. If you pour fruit punch into a cup, the punch will take the shape of the cup. But the punch will still take up the same amount of space."
+"Question: Which sentence is more formal? | Choices: [California, a.k.a. the Golden State, is the most populous state in the United States., California, sometimes called the Golden State, is the most populous state in the country.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The first sentence is less formal. You can tell because it uses abbreviated language (a.k.a.).
+The second sentence does not use abbreviated language, so it is more formal."
+"Question: Which logical fallacy is used in the text?
+Mrs. Cooper, you point out that childhood obesity rates have skyrocketed, but are you aware that rainforests provide critical habitats for some of the world's rarest plants and animals? | Choices: [false dichotomy: an argument that presents only two choices when more options exist, red herring: the use of a completely unrelated topic or idea] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that obesity rates and rainforests are somehow interconnected. However, these two ideas aren't related. This illustrates a type of logical fallacy known as a red herring."
+"Question: How long does it take to go for a walk with a dog? | Choices: [11 seconds, 11 minutes] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to go for a walk with a dog is 11 minutes.
+11 seconds is too fast. | Hint: Select the better estimate."
+"Question: Which logical fallacy is used in the text?
+Vincent, you didn't vote in the last election, so you clearly have no regard for the democracy in which we live. | Choices: [false dichotomy: an argument that presents only two choices when more options exist, ad hominem: a personal attack against one's opponent] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Vincent must not care about democracy, because he didn't vote in the election. However, there may be a number of reasons why Vincent didn't vote in the election. This illustrates a type of logical fallacy known as a false dichotomy."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Mrs. Eaton,, Dear mrs. eaton,] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Mrs. Eaton is capitalized because it is a proper noun."
+"Question: What is the source of the allusion in the sentence below?
+Ling had her fifteen minutes when her video of kayaking with dolphins went viral. | Choices: [modern history, a song] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion fifteen minutes is modern history.
+In a catalog that accompanied an exhibit of his work, pop artist Andy Warhol said, ""In the future, everybody will be world-famous for fifteen minutes,"" meaning that fame would be briefly available even to those who did nothing spectacular.
+The allusion fifteen minutes means a temporary moment of celebrity status."
+"Question: Complete the statement.
+Nickel is (). | Choices: [an elementary substance, a compound] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: You can tell whether nickel is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for nickel is Ni. This formula contains one symbol: Ni. So, the formula tells you that nickel is made of one chemical element.
+Substances made of only one chemical element are elementary substances. So, nickel is an elementary substance. | Hint: Nickel is a metal that is used in coins and in rechargeable batteries. The chemical formula for nickel is Ni."
+"Question: Complete the statement.
+Trichlorofluoromethane is (). | Choices: [a compound, an elementary substance] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
+A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
+Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
+The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one atomic symbol.
+The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
+For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple atomic symbols.
+The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | Solution: You can tell whether trichlorofluoromethane is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for trichlorofluoromethane, CCl3 F, contains three atomic symbols: C for carbon, Cl for chlorine, and F for fluorine. So, the formula tells you that trichlorofluoromethane is composed of three chemical elements bonded together.
+Since trichlorofluoromethane is composed of multiple chemical elements bonded together, trichlorofluoromethane is a compound. | Hint: Trichlorofluoromethane was once used in refrigerators and fire extinguishers. It is no longer used because it harms the atmosphere's ozone layer. The chemical formula for trichlorofluoromethane is CCl3F."
+"Question: What is the source of the allusion in the sentence below?
+From the look on her face, Kiera is carrying an albatross around her neck. | Choices: [a poem, the Bible] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion an albatross around her neck is a poem.
+In Samuel Taylor Coleridge's poem ""The Rime of the Ancient Mariner,"" a sailor shoots and kills an albatross, an action that curses the ship and crew. As his crew members die, the Ancient Mariner feels his guilt hanging like the albatross around his neck.
+The allusion an albatross around her neck means a burden a person must bear."
+"Question: Select the mammal. | Choices: [box turtle, painted stork, robin, sugar glider] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Mammals have hair or fur and feed their young milk. | Solution: A robin is a bird. It has feathers, two wings, and a beak.
+A robin is a songbird. It sings different songs at different times of the day.
+A painted stork is a bird. It has feathers, two wings, and a beak.
+Storks wade in shallow water to look for food. Storks eat fish, insects, worms, and other small animals.
+A sugar glider is a mammal. It has fur and feeds its young milk.
+Sugar gliders can jump long distances from tree to tree. They have flaps of loose skin on their sides. These flaps help them stay in the air.
+A box turtle is a reptile. It has scaly, waterproof skin.
+Box turtles can live to be over 100 years old!"
+"Question: Which figure of speech is used in this text?
+""Your new hairstyle is so boring!"" Diego remarked when his sister showed up with a pink-and-blue mohawk. | Choices: [verbal irony, pun] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Boring shows verbal irony because Diego's sister's hairstyle is not at all boring."
+"Question: Which text uses the word nauseous in its traditional sense? | Choices: [Everyone seemed to enjoy the magnolia-scented candle, but Xavier found the smell rather nauseous., Everyone seemed to enjoy the magnolia-scented candle, but it made Xavier feel rather nauseous.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses nauseous in its traditional sense: causing disgust or nausea.
+Everyone seemed to enjoy the magnolia-scented candle, but Xavier found the smell rather nauseous.
+The first text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.
+Everyone seemed to enjoy the magnolia-scented candle, but it made Xavier feel rather nauseous.
+Most style guides recommend to use the traditional sense of the word nauseous because it is considered more standard."
+"Question: Compare the motion of two mountain bikers. Which mountain biker was moving at a higher speed? | Choices: [a mountain biker who moved 170kilometers in 5hours, a mountain biker who moved 125kilometers in 5hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each mountain biker moved and the time it took to move that distance.
+One mountain biker moved 170 kilometers in 5 hours.
+The other mountain biker moved 125 kilometers in 5 hours.
+Notice that each mountain biker spent the same amount of time moving. The mountain biker who moved 170 kilometers moved a farther distance in that time. So, that mountain biker must have moved at a higher speed."
+"Question: Which phrase has a more negative connotation? | Choices: [look at someone, glare at someone] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: Glare at someone has a more negative connotation. If you glare at someone, you look at them in an angry way."
+"Question: Suppose Trent decides to join the Photography Club. Which result would be a cost? | Choices: [Trent will save some time. He would have spent more time in the Theater Club than in the Photography Club., Trent will give up the chance to be in the Theater Club. He would have had more fun in the Theater Club than in the Photography Club.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Trent wants or needs:
+Trent will give up the chance to be in the Theater Club. He would have had more fun in the Theater Club than in the Photography Club. | Hint: Trent is deciding whether to join the Theater Club or the Photography Club at school. He wants the club he joins to be fun. But he doesn't want it to take up too much time."
+"Question: Which word would you find on a dictionary page with the following guide words?
+dad - disgust | Choices: [drum, desert] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since desert is between the guide words dad - disgust, it would be found on that page."
+"Question: Suppose Maria decides to bake lemon muffins. Which result would be a cost? | Choices: [Maria will give up the chance to eat apple muffins. She thinks apple muffins are tastier than lemon muffins., Maria will get to eat more muffins. She can make more lemon muffins than apple muffins.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Maria wants or needs:
+Maria will give up the chance to eat apple muffins. She thinks apple muffins are tastier than lemon muffins. | Hint: Maria is deciding whether to bake apple muffins or lemon muffins. She wants the muffins to be tasty. But she also wants to make a lot of muffins."
+"Question: Compare the motion of three sailboats. Which sailboat was moving at the lowest speed? | Choices: [a sailboat that moved 55kilometers north in 5hours, a sailboat that moved 40kilometers east in 5hours, a sailboat that moved 45kilometers east in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each sailboat moved and the time it took to move that distance. The direction each sailboat moved does not affect its speed.
+Notice that each sailboat moved for 5 hours. The sailboat that moved 40 kilometers moved the shortest distance in that time. So, that sailboat must have moved at the lowest speed."
+"Question: Which tense does the sentence use?
+Derek shops for fruit and vegetables. | Choices: [future tense, past tense, present tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, shops. The verb ends in -s and tells you about something that is true or happening now."
+"Question: What information supports the conclusion that Zach acquired this trait? | Choices: [Zach's friend showed him how to ride a bicycle., Zach and his mother both ride bicycles., Zach rides his bicycle to school.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Zach can ride a bicycle."
+"Question: Which text uses the word travesty in its traditional sense? | Choices: [Darren realized that his essay about the Space Race was a bit inaccurate, but he still thought it a travesty that such an entertaining essay should receive a poor grade., Darren's ill-researched essay about the Space Race received a poor grade because it presented such a travesty of the actual historical events.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses travesty in its traditional sense: a ridiculous imitation; a parody.
+Darren's ill-researched essay about the Space Race received a poor grade because it presented such a travesty of the actual historical events.
+The second text uses travesty in its nontraditional sense: a disappointment or a tragedy.
+Darren realized that his essay about the Space Race was a bit inaccurate, but he still thought it a travesty that such an entertaining essay should receive a poor grade.
+Most style guides recommend to use the traditional sense of the word travesty because it is considered more standard."
+"Question: Select the gas. | Choices: [oxygen, hammer, ruler, clothespin] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Identify solids, liquids, and gases | Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
+Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
+When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
+Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
+When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
+Many gases are invisible. Air is a gas. | Solution: Oxygen is a gas. A gas expands to fill a space. Oxygen can be stored in metal tanks. If oxygen leaks out of the tank, the oxygen will expand into the space around the tank.
+A clothespin is a solid. A solid has a size and shape of its own. You can open or close a clothespin. But it will still have a size and shape of its own.
+A ruler is a solid. A solid has a size and shape of its own. If you put a ruler in a box, the ruler will keep its shape.
+A hammer is a solid. A solid has a size and shape of its own. A hammer is made of iron and wood. Both iron and wood are solids."
+"Question: Based on this information, what is Amos's phenotype for the body size trait? | Choices: [a normal-sized body, a dwarf body] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine Amos's phenotype for the body size trait. First, consider the alleles in Amos's genotype for the body size gene. Then, decide whether these alleles are dominant or recessive.
+The allele for a dwarf body (b) is recessive to the allele for a normal-sized body (B). This means B is a dominant allele, and b is a recessive allele.
+Amos's genotype of Bb has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Amos's phenotype for the body size trait must be a normal-sized body. | Hint: In a group of rats, some individuals have a normal-sized body and others have a dwarf body. In this group, the gene for the body size trait has two alleles. The allele for a dwarf body (b) is recessive to the allele for a normal-sized body (B).
+Amos is a rat from this group. Amos has the heterozygous genotype Bb for the body size gene."
+"Question: Which is stickier? | Choices: [gold nugget, gum] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Sticky is a property. A sticky material can stick to other things.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the gum is stickier. If you step on chewed gum, it will stick to your foot."
+"Question: Would you find the word electricity on a dictionary page with the following guide words?
+effort - ember | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since electricity is between the guide words effort - ember, it would be found on that page."
+"Question: Select the one substance that is not a rock. | Choices: [Gneiss is formed in nature. It is a solid., A turtle shell is made by a living thing. It is formed in nature., Trachyte is formed in nature. It is not made by living things.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify rocks using properties | Lecture: Rocks are made of minerals. Here are some properties of rocks:
+They are solid.
+They are formed in nature.
+They are not made by living things.
+They are not pure substances. | Solution: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.
+Trachyte is a rock.
+Gneiss is a rock.
+A turtle shell is made by a living thing. But rocks are not made by living things.
+So, a turtle shell is not a rock."
+"Question: What information supports the conclusion that Colin acquired this trait? | Choices: [Colin has two pet fish. The fish live in a fish tank together., Colin was not born knowing how to identify different fish. He had to learn this skill.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Colin is good at identifying fish."
+"Question: Which would smell more? | Choices: [metal hair clip, perfume] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Smelly is a property. A smelly material has a strong smell.
+Look at each picture, one at a time. Imagine smelling the material shown in each picture.
+Of the choices, the perfume would smell more. Perfume has a strong smell."
+"Question: Which greeting is correct for a letter? | Choices: [Dear aunt Mia,, Dear Aunt Mia,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Aunt Mia is capitalized because it is a proper noun."
+"Question: Based on this information, what is Bagheera's phenotype for the coat pattern trait? | Choices: [AA, a spotted coat] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Bagheera's observable version of the coat pattern trait is a spotted coat. So, Bagheera's phenotype for the coat pattern trait is a spotted coat. | Hint: In a group of leopards, some individuals have a spotted coat and others have a black coat. In this group, the gene for the coat pattern trait has two alleles. The allele A is for a spotted coat, and the allele a is for a black coat.
+Bagheera, a leopard from this group, has a spotted coat. Bagheera has two alleles for a spotted coat."
+"Question: How long is an adult alligator? | Choices: [15 inches, 15 miles, 15 feet, 15 yards] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of an adult alligator is 15 feet.
+15 inches is too short. 15 yards and 15 miles are too long. | Hint: Select the best estimate."
+"Question: The city of Princeton has been one of the world's biggest makers of cough drops for many years. But last month, Princeton's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops? | Choices: [The supply will probably go up., The supply will probably go down.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Floods destroyed the cough drop factories in Princeton. The number of producers of cough drops went down. So, the supply of cough drops will probably go down."
+"Question: Which closing is correct for a letter? | Choices: [Best Wishes,
+Sandra, Best wishes,
+Sandra] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: What is the temperature of the air on a cold, snowy day? | Choices: [23°F, 23°C] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Estimate temperatures | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
+212°F | Water boils | 100°C
+98.6°F | Body temperature | 37°C
+68°F | Room temperature | 20°C
+32°F | Water freezes | 0°C
+ | Solution: The better estimate for the temperature of the air on a cold, snowy day is 23°F.
+23°C is too hot. | Hint: Select the better estimate."
+"Question: Which greeting is correct for a letter? | Choices: [dear Ms. Perry,, Dear Ms. Perry,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Ms. Perry is capitalized because it is a proper noun."
+"Question: What information supports the conclusion that Tucker acquired this trait? | Choices: [Tucker is most interested in human biology., Tucker learned biology by reading, observing, and experimenting.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Tucker knows a lot about biology."
+"Question: Which tense does the sentence use?
+Noah finds old clothes in the attic. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, finds. The verb ends in -s and tells you about something that is true or happening now."
+"Question: What kind of sentence is this?
+How many articles did Walter write before his publisher offered him a book contract? | Choices: [interrogative, imperative, declarative] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: Which closing is correct for a letter? | Choices: [Your niece,
+Jeanette, Your Niece,
+Jeanette] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Select the one substance that is not a rock. | Choices: [Conglomerate is a solid. It is formed in nature., An antler is made by a living thing. It is not a pure substance., Slate is not a pure substance. It is formed in nature.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify rocks using properties | Lecture: Rocks are made of minerals. Here are some properties of rocks:
+They are solid.
+They are formed in nature.
+They are not made by living things.
+They are not pure substances. | Solution: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.
+An antler is made by a living thing. But rocks are not made by living things.
+So, an antler is not a rock.
+Conglomerate is a rock.
+Slate is a rock."
+"Question: Which is a complex sentence? | Choices: [Luke will lend us money for the tickets if we promise to repay him by the end of the year., Judith and her sisters drew a map of the United States and hung it on the wall.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction if.
+Luke will lend us money for the tickets if we promise to repay him by the end of the year."
+"Question: What kind of sentence is this?
+The author finally received recognition for his great work after his children found his old manuscript in the attic and published it. | Choices: [interrogative, exclamatory, declarative] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence tells about something, and it ends with a period. It is a declarative sentence."
+"Question: What is the mass of an elephant? | Choices: [5,325 kilograms, 5,325 grams] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of an elephant is 5,325 kilograms.
+5,325 grams is too light. | Hint: Select the better estimate."
+"Question: Eli Whitney invented the cotton gin in 1793. The cotton gin is a machine that makes it easier to harvest cotton quickly. What happened to the overall supply of cotton after 1793? | Choices: [The supply went up., The supply went down.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: The cotton gin was a new technology that made it possible to harvest cotton much faster than before. Cotton growers were able to produce much more cotton in the same amount of time. So, the supply of cotton went up."
+"Question: Which word would you find on a dictionary page with the following guide words?
+ill - inspector | Choices: [is, impose] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since impose is between the guide words ill - inspector, it would be found on that page."
+"Question: Complete the sentence.
+Rain forming in a cloud is a (). | Choices: [physical change, chemical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Rain forming in a cloud is a change of state. So, it is a physical change. Water vapor in the air condenses into tiny droplets of liquid water. These droplets make up a cloud. When there is enough water in the air, the droplets will fall as rain."
+"Question: What is the source of the allusion in the sentence below?
+Ronald persisted despite his friends' attempts to tell him that this was a Gordian knot. | Choices: [U.S. history, ancient legend] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Gordian knot is ancient legend.
+According to legend, Alexander the Great used his sword to slash an intricate knot by which a chariot was tied to a pole in the city of Gordium.
+The allusion Gordian knot means a highly complex problem."
+"Question: Is the following trait inherited or acquired?
+Gavin has a scar on his right ankle. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: According to Newton's third law, what other force must be happening? | Choices: [The suitcase is pushing on Kenneth., The suitcase is pulling on Kenneth.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Predict forces using Newton's third law | Lecture: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
+For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Solution: Kenneth is pulling on the suitcase. So, Newton's third law tells you that the suitcase is pulling on Kenneth. | Hint: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
+Consider the following force:
+Kenneth is pulling on a full suitcase."
+"Question: What information supports the conclusion that Hansen acquired this trait? | Choices: [Hansen's scar was caused by an accident. He cut his arm when he fell off his bicycle., Some scars fade more quickly than others.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Hansen has a scar on his right arm."
+"Question: Using only these supplies, which question can Bridgette investigate with an experiment? | Choices: [Does the basketball bounce higher on a lawn or on a dirt path?, Does the basketball bounce higher on gravel or on grass?, Do larger basketballs bounce higher than smaller basketballs on a brick patio?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Bridgette gets a basketball for her birthday and dribbles it around her neighborhood. She notices that sometimes the ball bounces higher than other times. She wonders what factors affect how high her ball bounces. So, she decides to design an experiment. She has the following supplies available:
+one basketball
+access to a brick patio
+access to a grassy lawn
+access to a gravel driveway
+a meterstick"
+"Question: Which text uses the word disinterested in its traditional sense? | Choices: [Trudy is excellent in her position as class treasurer. She always manages to be disinterested in student council debates about the allocation of extracurricular funds., Trudy is happy with her position as class treasurer. Though she would have the support of the student council, she is disinterested in running for student body president.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses disinterested in its traditional sense: unbiased or impartial.
+Trudy is excellent in her position as class treasurer. She always manages to be disinterested in student council debates about the allocation of extracurricular funds.
+The second text uses disinterested in its nontraditional sense: uninterested or indifferent.
+Trudy is happy with her position as class treasurer. Though she would have the support of the student council, she is disinterested in running for student body president.
+Most style guides recommend to use the traditional sense of the word disinterested because it is considered more standard."
+"Question: Based on this information, what is this fruit fly's phenotype for the body color trait? | Choices: [a black body, bb] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. The fruit fly's observable version of the body color trait is a black body. So, the fly's phenotype for the body color trait is a black body. | Hint: In a group of fruit flies, some individuals have a gray body and others have a black body. In this group, the gene for the body color trait has two alleles. The allele B is for a gray body, and the allele b is for a black body.
+A certain fruit fly from this group has a black body. This fly has two alleles for a black body."
+"Question: Is the following trait inherited or acquired?
+Kaylee is good at knitting scarves. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to knit. Instead, many people learn how to knit. Knitting well takes practice. So, knitting well is an acquired trait. | Hint: Hint: People who can knit had to learn how to do it."
+"Question: Which figure of speech is used in this text?
+""This mattress is as soft as concrete,"" Luke complained as he tested the bed in his hotel room. | Choices: [pun, verbal irony] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As soft as concrete shows verbal irony because concrete is not soft."
+"Question: Based on this information, what is this pea plant's genotype for the pea color gene? | Choices: [ee, green peas] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. The pea plant has two alleles for green peas (e). So, the plant's genotype for the pea color gene is ee. | Hint: In a group of pea plants, some individuals have yellow peas and others have green peas. In this group, the gene for the pea color trait has two alleles. The allele E is for yellow peas, and the allele e is for green peas.
+A certain pea plant from this group has green peas. This plant has two alleles for green peas."
+"Question: Does this passage describe the weather or the climate?
+Shawna noticed that the wind was blowing in from the ocean this afternoon. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Shawna noticed that the wind was blowing in from the ocean this afternoon.
+This passage tells you about the wind direction where Shawna was this afternoon. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Select the one animal that has all of the reptile traits listed above. | Choices: [Cardinalfish have scaly skin and live near coral reefs. Cardinalfish lay eggs with no shells and have fins that help them swim underwater., American crocodiles often live where rivers flow into the ocean. In these places, the fresh water and salt water mix. This mixing creates the somewhat salty, or brackish, water that these crocodiles prefer. American crocodiles have scaly, waterproof skin and hatch from eggs with shells.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Reptiles have the following traits:
+They have scaly, waterproof skin.
+They make eggs with shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+An American crocodile has the following traits:
+It has scaly, waterproof skin.
+It makes eggs with shells.
+An American crocodile has the traits of a reptile. An American crocodile is a reptile.
+A cardinalfish has the following traits:
+It has fins, not limbs.
+It makes eggs with no shells.
+A cardinalfish does not have all of the traits of a reptile. A cardinalfish is a fish. | Hint: Reptiles are a group of animals with similar traits. The following traits can be used to identify reptiles:
+They have scaly, waterproof skin.
+They make eggs with shells. Observe the animals and read the descriptions."
+"Question: Select the amphibian. | Choices: [fire salamander, gharial, green moray eel, whale shark] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Amphibians have moist skin and begin their lives in water. | Solution: A green moray eel is a fish. It lives underwater. It has fins, not limbs.
+Eels are long and thin. They may have small fins. They look like snakes, but they are fish!
+A whale shark is a fish. It lives underwater. It has fins, not limbs.
+Whale sharks are the largest fish in the world! Adult whale sharks can weigh over 21 tons—as much as seven elephants!
+A fire salamander is an amphibian. It has moist skin and begins its life in water.
+Fire salamanders can release poison from their skin. This poison helps protect them from predators.
+A gharial is a reptile. It has scaly, waterproof skin.
+Gharials are a type of crocodile. Gharials live near rivers and eat fish."
+"Question: Which object has more thermal energy? | Choices: [a 300-gram rock at a temperature of 120°F, a 300-gram rock at a temperature of 175°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two rocks have the same mass but different temperatures. Since the 175°F rock is hotter than the 120°F rock, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which tense does the sentence use?
+Myra will play the guitar after dinner. | Choices: [past tense, future tense, present tense] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, play. The verb tells you about something that is going to happen."
+"Question: Which would stretch the most? | Choices: [bone, wool scarf, glass bottle] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Stretchy is a property. A stretchy material gets longer when you pull on it.
+Look at each picture, one at a time. Imagine pulling on the material shown in each picture.
+Of the choices, the wool scarf would stretch the most. If you pull the ends of a wool scarf, it will get longer."
+"Question: Select the animal. | Choices: [Oak trees can have thick branches., Cherry trees can grow white or pink flowers., Yellow jackets drink nectar and fruit., Daffodils have a green stem.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: An oak tree is a plant. It can have thick branches.
+Acorns grow on oak trees. Acorns are small nuts with a seed inside.
+A yellow jacket is an animal. It drinks nectar and eats fruit.
+A yellow jacket is an insect. Yellow jackets have two wings.
+A cherry tree is a plant. It can grow white or pink flowers.
+Many types of cherry trees come from Japan. Some of these trees have flowers, but no cherries!
+A daffodil is a plant. It has a green stem.
+Most daffodil plants grow a single flower."
+"Question: Which tense does the sentence use?
+Tony carefully spelled the word aloud. | Choices: [present tense, past tense, future tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, spelled. The verb ends in -ed and tells you about something that has already happened."
+"Question: Compare the motion of three bicycles. Which bicycle was moving at the highest speed? | Choices: [a bicycle that moved 35miles east in 5hours, a bicycle that moved 70miles north in 5hours, a bicycle that moved 135miles north in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. | Solution: Look at the distance each bicycle moved and the time it took to move that distance. The direction each bicycle moved does not affect its speed.
+Notice that each bicycle moved for 5 hours. The bicycle that moved 135 miles moved the farthest distance in that time. So, that bicycle must have moved at the highest speed."
+"Question: What is the temperature of an ice cream sandwich? | Choices: [37°C, 37°F] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Estimate temperatures | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
+212°F | Water boils | 100°C
+98.6°F | Body temperature | 37°C
+68°F | Room temperature | 20°C
+32°F | Water freezes | 0°C
+ | Solution: The better estimate for the temperature of an ice cream sandwich is 37°F.
+37°C is too hot. | Hint: Select the better estimate."
+"Question: What information supports the conclusion that Farid inherited this trait? | Choices: [Farid's biological parents have wavy hair., Farid's biological mother has long hair. Farid also has long hair., Farid uses a headband to keep his wavy hair out of his face.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Farid has wavy hair."
+"Question: Which figure of speech is used in this text?
+Five years have passed;
+Five summers, with the length of
+Five long winters! And again I hear these waters . . .
+—William Wordsworth, ""Tintern Abbey"" | Choices: [anaphora, euphemism] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses anaphora, the repetition of the same word or words at the beginning of several phrases or clauses.
+Wordsworth repeats the word five at the beginning of each line."
+"Question: What is the volume of a kitchen sink? | Choices: [30 liters, 30 milliliters] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a kitchen sink is 30 liters.
+30 milliliters is too little. | Hint: Select the better estimate."
+"Question: Complete the statement. Assume that the water balloon's mass did not change.
+The gravitational potential energy stored between the water balloon and Earth () as the water balloon fell toward John. | Choices: [stayed the same, increased, decreased] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the water balloon and the center of Earth changed.
+John was lower than the balcony. As the water balloon fell toward John, the distance between the water balloon and the center of Earth decreased. So, the gravitational potential energy stored between the water balloon and Earth decreased as the water balloon fell toward John. | Hint: Read the text about an object in motion.
+Christine dropped a water balloon off a balcony. The water balloon fell toward her friend John, who was standing below the balcony."
+"Question: Based on this information, what is this rose plant's genotype for the flower color gene? | Choices: [dark yellow flowers, ff] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. The rose plant has two alleles for dark yellow flowers (f). So, the plant's genotype for the flower color gene is ff. | Hint: In a group of rose plants, some individuals have light yellow flowers and others have dark yellow flowers. In this group, the gene for the flower color trait has two alleles. The allele F is for light yellow flowers, and the allele f is for dark yellow flowers.
+A certain rose plant from this group has dark yellow flowers. This plant has two alleles for dark yellow flowers."
+"Question: Which object has more thermal energy? | Choices: [a 7-kilogram block of steel at a temperature of 160°F, a 7-kilogram block of steel at a temperature of 235°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two blocks of steel have the same mass but different temperatures. Since the 235°F block is hotter than the 160°F block, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Is teaching school a good or a service? | Choices: [a service, a good] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether teaching school is a good or a service, ask these questions:
+Is teaching school something you can touch? No.
+Is teaching school a job you might pay someone else to do? Yes.
+So, teaching school is a service."
+"Question: Compare the motion of two runners. Which runner was moving at a lower speed? | Choices: [a runner who moved 35miles in 5hours, a runner who moved 25miles in 5hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each runner moved and the time it took to move that distance.
+One runner moved 25 miles in 5 hours.
+The other runner moved 35 miles in 5 hours.
+Notice that each runner spent the same amount of time moving. The runner who moved 25 miles moved a shorter distance in that time. So, that runner must have moved at a lower speed."
+"Question: What do these two changes have in common?
+water boiling on a stove
+a puddle freezing into ice on a cold night | Choices: [Both are caused by cooling., Both are only physical changes., Both are chemical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Water boiling on the stove is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
+A puddle freezing into ice on a cold night is a change of state. So, it is a physical change. Liquid water freezes and becomes solid, but it is still made of water. A different type of matter is not formed.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Water boiling is caused by heating. But a puddle freezing is not.
+Both are caused by cooling.
+A puddle freezing is caused by cooling. But water boiling is not."
+"Question: Which logical fallacy is used in the text?
+The school requires us to be on time. If you can't even obey this rule, then what's to stop you from doing something worse, like stealing? | Choices: [slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, appeal to nature: the assumption that natural things are always good, bandwagon fallacy: the assumption that the popular choice is automatically correct] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that being late to school will lead to becoming a thief. However, this argument wrongly suggests that the inability to follow a rule about being on time to school will necessarily lead to the breaking of other rules. This illustrates a type of logical fallacy known as the slippery slope fallacy."
+"Question: What kind of sentence is this?
+She has a huge collection of marbles. | Choices: [declarative, interrogative] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, and it ends with a period. It is a declarative sentence."
+"Question: What is the source of the allusion in the sentence below?
+When I learned the details of Sophia's Faustian bargain, I was in disbelief. | Choices: [literature, Roman mythology] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Faustian bargain is literature.
+In a play by Christopher Marlowe based on the legend of Faust, a man strikes a deal with the devil. Disregarding the long-term consequences of his actions, he sells his soul in exchange for power.
+The allusion Faustian bargain means a compromise of one's values for personal gain."
+"Question: Which correctly shows the title of a movie? | Choices: [The Red Balloon, the Red Balloon] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between.
+The correct title is The Red Balloon."
+"Question: Based on this information, what is Rollo's phenotype for the whisker type trait? | Choices: [straight whiskers, curved whiskers] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine Rollo's phenotype for the whisker type trait. First, consider the alleles in Rollo's genotype for the whisker type gene. Then, decide whether these alleles are dominant or recessive.
+The allele for straight whiskers (H) is dominant over the allele for curved whiskers (h). This means H is a dominant allele, and h is a recessive allele.
+Rollo's genotype of Hh has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Rollo's phenotype for the whisker type trait must be straight whiskers. | Hint: In a group of Syrian hamsters, some individuals have straight whiskers and others have curved whiskers. In this group, the gene for the whisker type trait has two alleles. The allele for straight whiskers (H) is dominant over the allele for curved whiskers (h).
+Rollo is a Syrian hamster from this group. Rollo has the heterozygous genotype Hh for the whisker type gene."
+"Question: What information supports the conclusion that Tucker acquired this trait? | Choices: [Tucker's friend taught him how to fly a kite., Tucker's neighbor taught him how to repair a kite., Tucker likes to fly a kite with his younger brother.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Tucker knows how to fly a kite."
+"Question: Select the one animal that has all of the mammal traits listed above. | Choices: [Peregrine falcons are the fastest animals in the world! They use their wings to fly quickly and hunt prey. Peregrine falcons also have a beak and feathers. They hatch from eggs with speckled or spotted shells., Western gorillas have black, gray, or brown fur. Adult males are sometimes called silverbacks because they have often have gray fur on their backs. Female western gorillas feed their offspring milk.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Mammals have the following traits:
+They feed their offspring milk.
+They have fur or hair.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A peregrine falcon has the following traits:
+It has feathers.
+It has wings.
+It has a beak.
+It makes eggs with shells.
+A peregrine falcon does not have all of the traits of a mammal. A peregrine falcon is a bird.
+A western gorilla has the following traits:
+It feeds its offspring milk.
+It has fur.
+A western gorilla has the traits of a mammal. A western gorilla is a mammal. | Hint: Mammals are a group of animals with similar traits. The following traits can be used to identify mammals:
+They feed their offspring milk.
+They have fur or hair. Observe the animals and read the descriptions."
+"Question: Using only these supplies, which question can Mabel investigate with an experiment? | Choices: [If squash seeds and tomato seeds are planted with compost, which type of plant grows larger?, Do squash plants grow larger if the seeds are planted in small pots or in large pots?, Do squash plants grow larger if the seeds are planted with compost or without compost?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Mabel has a small vegetable garden, which includes a compost pile of food scraps. She notices that some of the squash plants growing next to the compost pile grow differently than squash plants that are farther away. She wonders what factors affect how her squash plants grow. So, she decides to design an experiment. She has the following supplies available:
+one type of squash seeds
+four large clay pots
+soil
+a compost pile
+water"
+"Question: Based on this information, what is this fly's phenotype for the eye color trait? | Choices: [brown eyes, red eyes] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: The fruit fly's genotype for the eye color gene is ee. The fruit fly's genotype of ee has only e alleles. The e allele is for brown eyes. So, the fruit fly's phenotype for the eye color trait must be brown eyes.
+To check this answer, consider whether the fruit fly's alleles are dominant or recessive. The allele for red eyes (E) is dominant over the allele for brown eyes (e). This means E is a dominant allele, and e is a recessive allele.
+The fruit fly's genotype of ee has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the fruit fly's phenotype for the eye color trait must be brown eyes. | Hint: In a group of fruit flies, some individuals have red eyes and others have brown eyes. In this group, the gene for the eye color trait has two alleles. The allele for red eyes (E) is dominant over the allele for brown eyes (e).
+A certain fruit fly from this group has the homozygous genotype ee for the eye color gene."
+"Question: What is the volume of an eyedropper? | Choices: [4 liters, 4 milliliters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of an eyedropper is 4 milliliters.
+4 liters is too much. | Hint: Select the better estimate."
+"Question: How long does it take to wash your hands? | Choices: [2 minutes, 2 seconds] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to wash your hands is 2 minutes.
+2 seconds is too fast. | Hint: Select the better estimate."
+"Question: Which of the following is a trait of a living thing? | Choices: [how much sunshine the living thing gets, how much water is in the living thing's habitat, the way the living thing looks] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Introduction to adaptations | Lecture: A trait is the way a living thing looks or acts. A habitat is the place where a living thing grows or lives.
+An adaptation is a trait that helps a living thing stay alive in its habitat. | Solution: nan"
+"Question: Which word would you find on a dictionary page with the following guide words?
+gate - goggles | Choices: [genuine, griddle] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since genuine is between the guide words gate - goggles, it would be found on that page."
+"Question: Which correctly shows the title of a movie? | Choices: [""All the King's Men"", ***All the King's Men***] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A movie should be in italics.
+The correct title is **All the King's Men**."
+"Question: Which figure of speech is used in this text?
+Study without thought is vain; thought without study is dangerous.
+—Confucius, Analects | Choices: [chiasmus, assonance] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses chiasmus, an expression in which the second half parallels the first but reverses the order of words.
+The second half of the sentence reverses the order of the words study and thought relative to the first half."
+"Question: Which word would you find on a dictionary page with the following guide words?
+couch - cupboard | Choices: [crane, chilly] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since crane is between the guide words couch - cupboard, it would be found on that page."
+"Question: Is the following trait inherited or acquired?
+Bert has a scar on his left knee. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: Select the one animal that has all of the fish traits listed above. | Choices: [Salmon lay eggs with no shells at the bottom of freshwater streams. Salmon use their powerful fins to swim. They can even jump up small waterfalls!, Red salamanders do not have lungs! They can breathe through their moist, smooth skin. Adult red salamanders live near rivers or ponds. They lay eggs with no shells under rocks or logs. The baby red salamanders live underwater.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Fish have the following traits:
+They have fins, not limbs.
+They make eggs with no shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A salmon has the following traits:
+It has fins, not limbs.
+It makes eggs with no shells.
+A salmon has the traits of a fish. A salmon is a fish.
+A red salamander has the following traits:
+It spends part of its life in water and part on land.
+It has moist skin.
+It makes eggs with no shells.
+A red salamander does not have all of the traits of a fish. A red salamander is an amphibian. | Hint: Fish are a group of animals with similar traits. The following traits can be used to identify fish:
+They have fins, not limbs.
+They make eggs with no shells. Observe the animals and read the descriptions."
+"Question: Which is a run-on sentence? | Choices: [The fertilizer will help the plants grow., Dad has a beard it is black and bushy.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Dad has a beard it is black and bushy is a run-on sentence. It has two sentences that are joined without end punctuation: Dad has a beard and It is black and bushy."
+"Question: Which word would you find on a dictionary page with the following guide words?
+pond - purple | Choices: [pretty, people] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since pretty is between the guide words pond - purple, it would be found on that page."
+"Question: Which figure of speech is used in this text?
+""Your new hairstyle is so boring!"" Daniel remarked when his sister showed up with a pink-and-blue mohawk. | Choices: [pun, verbal irony] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Boring shows verbal irony because Daniel's sister's hairstyle is not at all boring."
+"Question: What do these two changes have in common?
+baking cookies
+burning food on a stove | Choices: [Both are caused by heating., Both are caused by cooling., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Baking cookies is a chemical change. The type of matter in the cookie dough changes when it is baked. The cookie dough turns into cookies!
+Burning food on a stove is a chemical change. When the food burns, the type of matter in it changes. The food turns black and gives off smoke.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Use the evidence in the text to select the photosynthetic organism. | Choices: [Palm trees are commonly found on tropical beaches. Palm trees use carbon dioxide and water to make their food., Cecropia moth caterpillars eat leaves, but the adult moths never eat. An adult cecropia moth lives just long enough to find a mate and produce eggs.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify the photosynthetic organism | Lecture: Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy to turn water and carbon dioxide into sugars and oxygen.
+Photosynthetic organisms also often have the following characteristics:
+They are producers, which are organisms that make their own food inside their cells. Producers don't usually eat other organisms.
+Their cells contain chloroplasts. Chloroplasts are cell parts where photosynthesis occurs.
+Their chloroplasts often contain chlorophyll, which is green. Chlorophyll captures energy from sunlight to power photosynthesis.
+They use the sugars they make during photosynthesis as food. This food provides the organisms with the energy they need to live. | Solution: This organism is photosynthetic:
+The text tells you that palm trees use carbon dioxide and water to make food. This is evidence that the palm tree is a photosynthetic organism.
+This organism is not photosynthetic:
+The text does not provide evidence that the cecropia moth is photosynthetic."
+"Question: How long is a bike path? | Choices: [3 feet, 3 inches, 3 yards, 3 miles] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a bike path is 3 miles.
+3 inches, 3 feet, and 3 yards are all too short. | Hint: Select the best estimate."
+"Question: Which is the stickiest? | Choices: [wood ruler, glass marbles, honey] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Sticky is a property. A sticky material easily attaches to other things.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the honey is the stickiest. If you touch honey, it will stick to you."
+"Question: Is this a run-on sentence?
+Overcome with joy, Mrs. Cohen told her husband the exciting news about her promotion. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.
+Overcome with joy, Mrs. Cohen told her husband the exciting news about her promotion."
+"Question: Which tense does the sentence use?
+Matt will pop the popcorn. | Choices: [future tense, present tense, past tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, pop. The verb tells you about something that is going to happen."
+"Question: Which object has more thermal energy? | Choices: [a bowl of cereal at a temperature of 40°F, a bowl of cereal at a temperature of 50°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two bowls of cereal have the same mass but different temperatures. Since the 50°F bowl of cereal is hotter than the 40°F bowl of cereal, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which word would you find on a dictionary page with the following guide words?
+leap - lucky | Choices: [lay, lord] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since lord is between the guide words leap - lucky, it would be found on that page."
+"Question: Which object has more thermal energy? | Choices: [a 5-kilogram brick at a temperature of 365°F, a 5-kilogram brick at a temperature of 285°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two bricks have the same mass but different temperatures. Since the 365°F brick is hotter than the 285°F brick, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: What is the volume of a kitchen sink? | Choices: [14 gallons, 14 cups, 14 fluid ounces] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a kitchen sink is 14 gallons.
+14 fluid ounces and 14 cups are both too little. | Hint: Select the best estimate."
+"Question: Select the living thing. | Choices: [hummingbird, yo-yo] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. Living things use this energy to grow and change. All living things grow and change during their lives.
+All living things sense changes in the world around them. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A yo-yo is not a living thing.
+Yo-yos do not have all of the traits of living things. They do not grow or respond to the world around them. They do not need food or water.
+A hummingbird is a living thing.
+Hummingbirds grow and respond to the world around them. They need food and water."
+"Question: What is the source of the allusion in the sentence below?
+Wayne described the situation he was facing with his boss as a catch-22. | Choices: [literature, a song] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion catch-22 is literature.
+Joseph Heller coined the term ""catch-22"" in his 1961 novel of the same name. In the novel, if an army pilot wants to avoid dangerous missions, he must be deemed mentally unfit; however, his desire to stay safe proves his sanity, so he can never be excused from a mission. Heller called this sort of predicament or dilemma a catch-22.
+The allusion catch-22 means a no-win situation."
+"Question: What does the metaphor in this text suggest?
+When Ted lost his job, he was devastated. The only light in the sea of darkness was the prospect of pursuing a new career. | Choices: [There was a benefit to Ted's job loss., Having to pursue a new career was the worst part of Ted's job loss.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Interpret the figure of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town. | Solution: The text uses a metaphor, comparing two things that are not actually alike without using like or as.
+The metaphor the only light in the sea of darkness was the prospect of pursuing a new career suggests that there was a benefit to Ted's job loss. A light would be beneficial in helping someone escape a dark, difficult-to-navigate situation. Similarly, Ted's new career was beneficial in helping him escape the emotionally difficult experience of losing his job."
+"Question: Which change best matches the sentence?
+Pieces of rock and soil are washed away by water. | Choices: [wildfire, erosion, earthquake] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: Classify changes to Earth's surface I | Lecture: nan | Solution: nan"
+"Question: What information supports the conclusion that Luke acquired this trait? | Choices: [Luke's brother has scars on both of his knees., Luke's scar is on his left knee. His mother also has a scar on her left knee., Luke's scar was caused by an accident. He cut his leg when he fell off his skateboard.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Luke has a scar on his left knee."
+"Question: Which sentence states a fact? | Choices: [Brazilians spend too much time playing soccer., Brazil's national soccer team has won the World Cup five times.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
+The flag of the United States has 13 stripes.
+This is a fact. It can be proved by looking at the flag and counting the number of stripes.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+The flag of the United States is easy to draw.
+This is an opinion. People may have different opinions about what makes a flag ""easy"" to draw. | Solution: The first sentence states a fact.
+Brazil's national soccer team has won the World Cup five times.
+It can be proved by checking a list of World Cup champions.
+The second sentence states an opinion.
+Brazilians spend too much time playing soccer.
+Too much shows what a person believes, thinks, or feels. Another person might have a different opinion about how much is too much."
+"Question: What information supports the conclusion that Ashley acquired this trait? | Choices: [Ashley's scar was caused by an accident. She cut her leg when she was climbing a tree., Some scars fade more quickly than others.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Ashley has a scar on her left leg."
+"Question: Select the amphibian. | Choices: [loon, giraffe, tiger salamander, seahorse] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Amphibians have moist skin and begin their lives in water. | Solution: A giraffe is a mammal. It has hair and feeds its young milk.
+Giraffes eat mostly leaves that are too high up for other animals to reach.
+A tiger salamander is an amphibian. It has moist skin and begins its life in water.
+Tiger salamanders often live in underground burrows.
+A seahorse is a fish. It lives underwater. It has fins, not limbs.
+Seahorses live in shallow, warm water. They can use their tails to hold on to plants.
+A loon is a bird. It has feathers, two wings, and a beak.
+Loons usually live near lakes. They dive in the water to hunt for food."
+"Question: What information supports the conclusion that Tisha inherited this trait? | Choices: [Tisha's parents have dark skin. They passed down this trait to Tisha., Tisha and her father both have dark hair.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Tisha has dark skin."
+"Question: In 1774, people across the colonies knew that they needed to respond to the Intolerable Acts. However, they disagreed about how to respond. How did they resolve this disagreement? | Choices: [They took a vote of all white men in all the colonies., The colonies split into two groups, and each group responded separately., The colonists asked George Washington to decide for them., Each colony sent representatives to a meeting to discuss the options.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: us-history | Skill: The American Revolution: the rebellion begins | Lecture: nan | Solution: In 1774, people in the colonies sent representatives to a meeting to discuss how to respond to the Intolerable Acts. This meeting, which took place from September to October, came to be known as the First Continental Congress.
+The Congress included 52 delegates, or representatives, from 12 colonies. Only Georgia chose not to participate."
+"Question: Suppose Omar decides to take a trip to Minnesota. Which result would be a cost? | Choices: [Omar will enjoy his trip to Minnesota more than he would have enjoyed a trip to New York., Omar will spend more money. Plane tickets for Omar to get to Minnesota are more expensive than tickets to New York.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Omar wants or needs:
+Omar will spend more money. Plane tickets for Omar to get to Minnesota are more expensive than tickets to New York. | Hint: Omar is deciding whether to take a trip to Minnesota or New York. He wants to enjoy his trip. But he is also trying to save money."
+"Question: Which logical fallacy is used in the text?
+Don't let your children stay up till midnight on New Year's Eve. Before you know it, they'll be demanding to stay up till midnight every night. | Choices: [circular reasoning: an argument that supports a claim with the claim itself, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, appeal to nature: the assumption that natural things are always good] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that allowing your children to stay up late one night will lead to them demanding to stay up late every night. However, this isn't necessarily true. This argument offers only one extreme and unlikely outcome. This illustrates a type of logical fallacy known as the slippery slope fallacy."
+"Question: Suppose Ruben decides to get the peach ice cream. Which result would be a cost? | Choices: [Ruben will get to eat the peach ice cream. He likes this flavor more than strawberry cheesecake., Ruben will give up the chance to get a free waffle cone. He would have enjoyed the waffle cone.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Ruben wants or needs:
+Ruben will give up the chance to get a free waffle cone. He would have enjoyed the waffle cone. | Hint: Ruben is deciding whether to get peach ice cream or strawberry cheesecake ice cream. He likes peach more than strawberry cheesecake. But a scoop of strawberry cheesecake ice cream comes with a free waffle cone."
+"Question: Would you find the word his on a dictionary page with the following guide words?
+hang - heard | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since his is not between the guide words hang - heard, it would not be found on that page."
+"Question: The city of Kingwood has been one of the world's biggest makers of cough drops for many years. But last month, Kingwood's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops? | Choices: [The supply will probably go up., The supply will probably go down.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Floods destroyed the cough drop factories in Kingwood. The number of producers of cough drops went down. So, the supply of cough drops will probably go down."
+"Question: Select the one substance that is not a rock. | Choices: [Wool is made by living things. It is a solid., Chalk is a solid. It is not made by living things., Soapstone is formed in nature. It is not made by living things.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify rocks using properties | Lecture: Rocks are made of minerals. Here are some properties of rocks:
+They are solid.
+They are formed in nature.
+They are not made by living things.
+They are not pure substances. | Solution: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.
+Wool is made by living things. But rocks are not made by living things.
+So, wool is not a rock.
+Chalk is a rock.
+Soapstone is a rock."
+"Question: Does this passage describe the weather or the climate?
+Morning clouds usually clear up by noon where Emily lives. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Morning clouds usually clear up by noon where Emily lives.
+This passage tells you about the usual pattern of clouds where Emily lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate."
+"Question: Which word would you find on a dictionary page with the following guide words?
+threw - trumpet | Choices: [temper, tilt] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since tilt is between the guide words threw - trumpet, it would be found on that page."
+"Question: Complete the statement. Assume that Mitch's mass did not change.
+The gravitational potential energy stored between Mitch and Earth () as he rode the escalator. | Choices: [increased, decreased, stayed the same] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between Mitch and the center of Earth changed.
+The second floor is higher than the first floor. As he rode the escalator toward the second floor, the distance between Mitch and the center of Earth increased. So, the gravitational potential energy stored between Mitch and Earth increased as he rode the escalator. | Hint: Read the text about a person in motion.
+Mitch rode an escalator from the first floor to the second floor of a shopping mall."
+"Question: Which tense does the sentence use?
+Mom and Dad walk in the apple orchard. | Choices: [past tense, present tense, future tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, walk. The verb tells you about something that is true or happening now."
+"Question: What kind of sentence is this?
+Max usually eats oatmeal for breakfast. | Choices: [declarative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, and it ends with a period. It is a declarative sentence."
+"Question: What is the source of the allusion in the sentence below?
+""Kathleen is such a Pollyanna!"" Aaron announced with a sigh. | Choices: [literature, a fable] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Pollyanna is literature.
+The character Pollyanna, from Eleanor Porter's children's book, is a young girl who finds good in everything and everyone.
+The allusion Pollyanna means an overly optimistic person."
+"Question: What information supports the conclusion that Dale acquired this trait? | Choices: [Dale can cook food over a fire., Dale learned how to build a fire at summer camp.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Dale knows how to build a fire."
+"Question: Select the plant. | Choices: [Redwood trees have small leaves., Howler monkeys eat leaves, fruit, and nuts.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A redwood tree is a plant. It has small leaves.
+Redwood trees have fuzzy reddish-brown bark. Their bark helps protect redwood trees from fires.
+A howler monkey is an animal. It eats leaves, fruit, and nuts.
+A howler monkey's tail can be longer than the rest of its body!"
+"Question: Based on the information above, complete the sentence.
+When people say, ""President Abraham Lincoln gave the Gettysburg Address,"" they mean that President Lincoln (). | Choices: [wrote a book about an important Civil War battle, is buried in a graveyard in a town in Pennsylvania, made a speech after an important Civil War battle, lived at 1600 Pennsylvania Avenue] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: us-history | Skill: Source analysis: the Gettysburg Address | Lecture: nan | Solution: Gettysburg is a place where an important Civil War battle was fought. An address is a public speech. So, when people say, ""President Abraham Lincoln gave the Gettysburg Address,"" they mean that President Lincoln made a speech after an important Civil War battle. | Hint: The Gettysburg Address, one of the most famous documents in United States history, was written in 1863. At that time, Abraham Lincoln was president of the United States, and the Union and Confederate armies were fighting each other during the American Civil War.
+Read the following facts about the Gettysburg Address. Then complete the sentence below.
+Gettysburg is a town in Pennsylvania where an important Civil War battle was fought.
+One of the meanings of the word address is a public speech."
+"Question: Which invitation is more formal? | Choices: [We invite you to celebrate with us., Come join us.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second invitation is more formal. It uses more ceremonious language (invite you to celebrate) instead of the conversational language of the other invitation."
+"Question: What kind of sentence is this?
+Seth campaigned tirelessly in support of his neighbor's bid for elective office. | Choices: [exclamatory, interrogative, declarative] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement and always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An interrogative sentence asks a question and always ends with a question mark.
+Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
+An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence is a statement and ends with a period. It is a declarative sentence."
+"Question: Answer the riddle.
+I am a big animal.
+You may see me in a zoo.
+I may be brown, black, or white.
+What am I? | Choices: [a puppy, a bear] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: vocabulary | Skill: What am I? | Lecture: nan | Solution: A bear is a big animal.
+You may see a bear in a zoo.
+A bear may be brown, black, or white."
+"Question: Which logical fallacy is used in the text?
+Two of my best friends are really introverted, shy people, and they both have cats. That leads to me believe that most cat lovers are really shy. | Choices: [ad hominem: an attack against the person making the argument, rather than the argument itself, guilt by association: a negative association intended to discredit someone or something, hasty generalization: a broad claim based on too few observations] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that cat lovers are shy because two of the speaker's friends own cats and are shy. However, this isn't necessarily true. Two observations are not usually enough to draw a conclusion about a much bigger group of people. This illustrates a type of logical fallacy known as a hasty generalization."
+"Question: Is the following trait inherited or acquired?
+Larry has naturally blond hair. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Humans do not choose their natural hair color. Some people dye their hair. But this does not change their natural hair color.
+Children get their natural hair color from their parents. So, Larry's hair color is an inherited trait."
+"Question: Does this passage describe the weather or the climate?
+Aaron put on an extra pair of socks this morning because it was so cold. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Aaron put on an extra pair of socks this morning because it was so cold.
+This passage tells you about the temperature this morning where Aaron lives. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Which of these pictures shows a natural resource? | Choices: [footballs, cookies, trees, jump ropes] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: earth-science | Skill: Natural resources | Lecture: Natural resources are useful things that come directly from nature. They are not made by people.
+Clay is an example of a natural resource. It comes directly from nature, and people can use it in many ways.
+A clay pot is not a natural resource. It is created by people. However, a clay pot is made from a natural resource. | Solution: The picture of trees shows a natural resource. The trees come directly from nature, and people can use them in many ways. The other answers are not correct. They show things that do not come directly from nature. They show things made by people."
+"Question: Which greeting is correct for a letter? | Choices: [Dear uncle Mike,, Dear Uncle Mike,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Uncle Mike is capitalized because it is a proper noun."
+"Question: Which word would you find on a dictionary page with the following guide words?
+chisel - court | Choices: [carve, circular] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since circular is between the guide words chisel - court, it would be found on that page."
+"Question: Complete the statement.
+Carbon dioxide is (). | Choices: [a compound, an elementary substance] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: You can tell whether carbon dioxide is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for carbon dioxide is CO2. This formula contains two symbols: C for carbon and O for oxygen. So, the formula tells you that carbon dioxide is made of two chemical elements bonded together.
+Substances made of two or more chemical elements bonded together are compounds. So, carbon dioxide is a compound. | Hint: Carbon dioxide is the gas that forms the bubbles in soft drinks and sparkling water. The chemical formula for carbon dioxide is CO2."
+"Question: Which object has more thermal energy? | Choices: [a 225-gram baked potato at a temperature of 100°F, a 225-gram baked potato at a temperature of 115°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two baked potatoes have the same mass but different temperatures. Since the 115°F potato is hotter than the 100°F potato, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Choose the poem that has a regular rhythm, or a pattern of sound like a beat. | Choices: [Within a green and shady bed
+A modest violet grew;
+Its stalk was bent, it hung its head,
+As if to hide from view., It was all so dull—
+Except a few gray legs under shiny black umbrellas
+Running along the gray shiny sidewalks.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reading-comprehension | Skill: Identify elements of poetry | Lecture: Poetry is a special kind of writing. It has many elements that make it different from ordinary writing. Knowing these elements can help you talk about poetry, understand it better, and enjoy it more.
+A poem rhymes when it has a pattern of words that end in the same sound.
+End rhyme is when the rhymes appear at the end of a poem's lines.
+Little Betty Blue,
+Lost her holiday shoe.
+—From Mother Goose
+Internal rhyme is when at least one of the rhyming words appears inside the poem's lines.
+Sweet dreams of pleasant streams.
+—From William Blake, ""A Cradle Song""
+Rhythm is the pattern of strong and weak syllables, or stress, in a poem. You can recognize rhythm in a poem by listening to how it sounds. Poems with regular rhythm have a beat, like in music.
+He watches from his mountain walls,
+And like a thunderbolt he falls.
+—From Alfred, Lord Tennyson, ""The Eagle""
+The syllables in bold are strong. We say them with more force than the other syllables. In this poem, every weak syllable is followed by a strong syllable. Each line sounds like da-DUM da-DUM da-DUM da-DUM. To better hear the rhythm, try reading it aloud while clapping on each strong syllable.
+Free verse is when a poem has neither a regular rhythm nor a rhyme pattern.
+The old bridge has a wrinkled face.
+He bends his back
+For us to go over.
+—From Hilda Conkling, ""The Old Bridge""
+The syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.
+Repetition is when words, phrases, or whole lines are repeated.
+The dainty flying squirrel
+In vest of shining white,
+In coat of silver gray,
+And vest of shining white.
+—Adapted from Mary E. Burt, ""The Flying Squirrel""
+Alliteration is when beginning consonant sounds are repeated in words that are close together.
+Where the wild men watched and waited
+Wolves in the forest, and bears in the bush.
+—From Bayard Taylor, ""A Night with a Wolf""
+Onomatopoeia is when language sounds like what it talks about.
+Sometimes the onomatopoeia uses made-up words:
+Tlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.
+—From Alfred Noyes, ""The Highwayman""
+Sometimes the onomatopoeia uses real words:
+Hark! the honey bee is humming.
+—From Mary Howitt, ""The Voice of Spring"" | Solution: This poem has a regular rhythm, or a pattern of sound like a beat. The parts in bold show the strong syllables. The pattern is a weak syllable followed by a strong syllable. It sounds like da-DUM da-DUM.
+As if to hide from view."
+"Question: How long is a guitar? | Choices: [32 feet, 32 yards, 32 inches, 32 miles] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a guitar is 32 inches.
+32 feet, 32 yards, and 32 miles are all too long. | Hint: Select the best estimate."
+"Question: Which graduation announcement is more formal? | Choices: [We are proud to announce the graduation of Kendrick Maxwell., Kendrick Maxwell is graduating, and we couldn't be more proud!] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first graduation announcement is more formal. It uses more ceremonious language (proud to announce). The other graduation announcement uses more conversational language (we couldn't be more proud!)."
+"Question: What information supports the conclusion that Cassie acquired this trait? | Choices: [Cassie learned biology by reading, observing, and experimenting., Cassie is most interested in human biology.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Cassie knows a lot about biology."
+"Question: Compare the motion of two sailboats. Which sailboat was moving at a lower speed? | Choices: [a sailboat that moved 65kilometers in 5hours, a sailboat that moved 90kilometers in 5hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each sailboat moved and the time it took to move that distance.
+One sailboat moved 65 kilometers in 5 hours.
+The other sailboat moved 90 kilometers in 5 hours.
+Notice that each sailboat spent the same amount of time moving. The sailboat that moved 65 kilometers moved a shorter distance in that time. So, that sailboat must have moved at a lower speed."
+"Question: Which logical fallacy is used in the text?
+Alana's shoes are superior, because they're made from one hundred percent snakeskin, not synthetic materials. | Choices: [red herring: the use of a completely unrelated topic or idea, appeal to nature: the assumption that natural things are always good] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Alana's shoes are the best, because they're made with snakeskin rather than synthetic materials. However, even though the shoes are made from snakes, that doesn't necessarily mean that they are better. This illustrates a type of logical fallacy known as an appeal to nature."
+"Question: Which sentence uses a simile? | Choices: [Mr. Burnett's legs were as long as sunflower stalks., Mr. Burnett's long legs were sunflower stalks.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: This sentence uses a simile:
+Mr. Burnett's legs were as long as sunflower stalks.
+The words legs and sunflower stalks are compared using the word as.
+This sentence uses a metaphor:
+Mr. Burnett's long legs were sunflower stalks.
+The words legs and sunflower stalks are compared without the word like or as."
+"Question: Which sentence states a fact? | Choices: [In 2015, more than 13% of the people in the United States lived in poverty., Growing poverty is a problem in the United States.] | Task: closed choice | Subject: social science | Grade: grade8 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved true by research or observation.
+George Washington became president of the United States in 1789.
+This statement is a fact. It can be proved by researching what year George Washington was inaugurated president.
+An opinion is something that a person believes, thinks, or feels. An opinion can be supported by evidence, but it cannot be proved true.
+George Washington was a better president than Thomas Jefferson.
+This statement is an opinion. People can have different ideas about what makes someone a ""better"" president, so the statement cannot be proved. | Solution: The second sentence states a fact.
+In 2015, more than 13% of the people in the United States lived in poverty.
+It can be proved by researching the number of people who live in poverty.
+The first sentence states an opinion.
+Growing poverty is a problem in the United States.
+Problem shows what a person believes, thinks, or feels. Another person might have a different opinion about whether or not something is a problem."
+"Question: What do these two changes have in common?
+mixing sand and gravel
+using a large magnet to remove pieces of iron from a junkyard | Choices: [Both are caused by heating., Both are caused by cooling., Both are chemical changes., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Mixing sand and gravel is a physical change. Together, the sand and gravel make a mixture. But making this mixture does not form a different type of matter.
+Using a large magnet to remove pieces of iron from a junkyard is a physical change. Both the iron and the magnet are still made of the same type of matter as before.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Weather forecasters expect a hot, dry summer in the parts of Africa where bananas grow. Bananas do not grow well in hot and dry weather. What will probably happen to the overall supply of bananas? | Choices: [The supply will probably go up., The supply will probably go down.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Hot and dry weather makes it more difficult to grow bananas. Fewer bananas will survive the growing season, and there will be fewer bananas to sell. So, the supply of bananas will probably go down because the bananas, which are resources, are harder to get."
+"Question: Which figure of speech is used in this text?
+Kendrick's leaving his job? That's old news. He's been planning that for months. | Choices: [anaphora, oxymoron] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Old news is a contradiction, because news is recent information."
+"Question: What information supports the conclusion that Scott acquired this trait? | Choices: [Scott's friend taught him how to fly a kite., Scott's neighbor taught him how to repair a kite., Scott likes to fly a kite with his younger brother.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Scott knows how to fly a kite."
+"Question: Is a pair of scissors a good or a service? | Choices: [a service, a good] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a pair of scissors is a good or a service, ask these questions:
+Is a pair of scissors something you can touch? Yes.
+Is a pair of scissors a job you might pay someone else to do? No.
+So, a pair of scissors is a good."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her word choice?
+If I could invent something, I would create a really nice bicycle. My bike would have a good seat and great tires so that I could ride it anywhere. It would also have a bell and special pockets for carrying things. A special top would be wonderful, so I could ride it in the rain but also enjoy the sun. I would choose a fun color to reflect my personality. Inventing a new bike would be cool. | Choices: [by reducing repetitive language, by using more specific language] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her word choice by using more specific language.
+For example, the writer could replace the underlined text more descriptive language, such as the perfect bicycle; comfortable; durable; my cell phone, a water bottle, and a snack; foldable, umbrella-like top; unusual color like turquoise or magenta; my own custom bicycle; and thrilling.
+If I could invent something, I would create a really nice bicycle. My bike would have a good seat and great tires so that I could ride it anywhere. It would also have a bell and special pockets for carrying things. A special top would be wonderful, so I could ride it in the rain but also enjoy the sun. I would choose a fun color to reflect my personality. Inventing a new bike would be cool."
+"Question: The shopper lifts each bag at the same speed. Which bag is lifted with a larger force? | Choices: [a bag holding 6 pounds of food, a bag holding 3 pounds of food] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the shopping bag that is heavier.
+A shopping bag holding 6 pounds of food is heavier than a shopping bag holding 3 pounds of food. So, the bag holding 6 pounds needs a larger force to start moving upward at the same speed as the other bag. | Hint: A shopper is buying food at the store. He fills two shopping bags. The shopping bags are the same size and shape."
+"Question: Would you find the word ninety on a dictionary page with the following guide words?
+nap - neither | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since ninety is not between the guide words nap - neither, it would not be found on that page."
+"Question: Which statement describes the clown's motion? | Choices: [The clown has a constant velocity., The clown is accelerating.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Identify whether objects are accelerating | Lecture: An object's velocity describes its speed and its direction.
+An object has a constant velocity when neither its speed nor its direction is changing. So, an object has a constant velocity when the object is:
+moving in a straight line at a constant speed, or
+remaining motionless.
+If an object does not have a constant velocity, the object is accelerating. An object is accelerating when either its speed or its direction is changing. So, an object is accelerating when the object is:
+speeding up,
+slowing down, or
+changing direction. | Solution: The clown is changing direction. So, the clown is accelerating. | Hint: A clown on a unicycle is riding in a circle at a constant speed."
+"Question: Which organ produces all the blood for the body? | Choices: [skeleton, heart, stomach, skin] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Human organs and their functions | Lecture: nan | Solution: nan"
+"Question: What information supports the conclusion that Warren inherited this trait? | Choices: [Warren and his biological father have short hair., Warren and his siblings all have naturally straight hair., Warren's biological mother often wears her naturally brown hair in a bun.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Warren has naturally brown hair."
+"Question: Which tense does the sentence use?
+They will track the bear through the woods. | Choices: [future tense, present tense, past tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, track. The verb tells you about something that is going to happen."
+"Question: Which text uses the word travesty in its traditional sense? | Choices: [Eliana was upset about the local news network's coverage of the presidential debates, calling it a travesty of reporting that undermined important issues., Eliana thought it a travesty that her local news network provided only limited coverage of the presidential debates.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses travesty in its traditional sense: a ridiculous imitation; a parody.
+Eliana was upset about the local news network's coverage of the presidential debates, calling it a travesty of reporting that undermined important issues.
+The second text uses travesty in its nontraditional sense: a disappointment or a tragedy.
+Eliana thought it a travesty that her local news network provided only limited coverage of the presidential debates.
+Most style guides recommend to use the traditional sense of the word travesty because it is considered more standard."
+"Question: Which word would you find on a dictionary page with the following guide words?
+dive - dune | Choices: [desk, drape] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since drape is between the guide words dive - dune, it would be found on that page."
+"Question: Which text uses the word factoid in its traditional sense? | Choices: [As a geneticist, Belle enjoys watching science documentaries and sharing various factoids she's learned with her colleagues., As a geneticist, Belle dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses factoid in its traditional sense: something made up presented as a true fact.
+As a geneticist, Belle dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.
+The second text uses factoid in its nontraditional sense: a trivial but true fact.
+As a geneticist, Belle enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.
+Most style guides recommend to use the traditional sense of the word factoid because it is considered more standard."
+"Question: Which change best matches the sentence?
+The ground in an area shakes. | Choices: [earthquake, erosion, wildfire] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: Classify changes to Earth's surface I | Lecture: nan | Solution: nan"
+"Question: Which closing is correct for a letter? | Choices: [Your nephew,
+Max, Your Nephew,
+Max] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: How long is a long-distance running race? | Choices: [10 yards, 10 miles] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?
+The number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.
+There are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.
+There are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. | Solution: The better estimate for the length of a long-distance running race is 10 miles.
+10 yards is too short. | Hint: Select the better estimate."
+"Question: Complete the statement. Assume that the motorcycle's mass did not change.
+The gravitational potential energy stored between the motorcycle and Earth () as Lamar rode up the hill. | Choices: [decreased, increased, stayed the same] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the motorcycle and the center of Earth changed.
+The top of the hill is higher than the bottom of the hill. As Lamar rode toward the top of the hill, the distance between the motorcycle and the center of Earth increased. So, the gravitational potential energy stored between the motorcycle and Earth increased as Lamar rode up the hill. | Hint: Read the text about an object in motion.
+Lamar rode his motorcycle from the bottom of a hill to the top of the hill."
+"Question: Which closing is correct for a letter? | Choices: [See you soon,
+Ava, see you soon,
+Ava] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which figure of speech is used in this text?
+I've heard that Judith & Co. is downsizing, so I'm happy to see that their store in downtown Greenville will remain open for now. | Choices: [euphemism, hyperbole] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Downsizing is an indirect way of saying that the company is planning on firing employees, closing shops or branches, and/or reducing its budget."
+"Question: Based on this information, what is this pea plant's phenotype for the pea shape trait? | Choices: [round peas, EE] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. The pea plant's observable version of the pea shape trait is round peas. So, the plant's phenotype for the pea shape trait is round peas. | Hint: In a group of pea plants, some individuals have round peas and others have wrinkled peas. In this group, the gene for the pea shape trait has two alleles. The allele E is for round peas, and the allele e is for wrinkled peas.
+A certain pea plant from this group has round peas. This plant has two alleles for round peas."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Even after Tim warned Julia to be careful, she broke his handmade ceramic bowl when she dropped it on her foot., Even after Tim warned Julia to be careful, she dropped his handmade ceramic bowl on her foot and broke it.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun it could refer to his handmade ceramic bowl or her foot.
+Even after Tim warned Julia to be careful, she dropped his handmade ceramic bowl on her foot and broke it.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Even after Tim warned Julia to be careful, she broke his handmade ceramic bowl when she dropped it on her foot."
+"Question: How long is a sofa? | Choices: [2 millimeters, 2 centimeters, 2 meters, 2 kilometers] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a sofa is 2 meters.
+2 millimeters and 2 centimeters are too short. 2 kilometers is too long. | Hint: Select the best estimate."
+"Question: Which figure of speech is used in this text?
+Dr. Todd is unhappy with her new assistant because simple tasks, like fetching coffee, take him years to finish. | Choices: [oxymoron, hyperbole] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+Take him years to finish is an exaggeration, since it probably does not take him entire years to fetch coffee."
+"Question: What does this Works Cited entry indicate about the cited work?
+Kulligan, Ian K. ""First of Kate Brown's Ethics Bills Sent to Senate Floor."" The Oregonian 28 Apr. 2015: n. pag. Web. 2 May 2015. | Choices: [It is a newspaper article., It is a short story., It is a poem.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: reference-skills | Skill: Understand a Works Cited entry (MLA 7th edition) | Lecture: When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.
+Below are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.
+Books:
+Format | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.
+Example | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.
+Essays, short stories, or poems in an anthology or book:
+Format | Author(s). ""Essay, Poem, or Short Story Title."" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.
+Example | James, Henry. ""The Middle Years."" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.
+Magazine and newspaper articles:
+Format | Author(s). ""Article Title."" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.
+Example | Hayes, David J., and James H. Stock. ""The Real Cost of Coal."" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.
+Journal articles:
+Format | Author(s). ""Article Title."" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.
+Example | Gillette, Jane, et al. ""Human Simulations of Vocabulary Learning."" Cognition 73.2 (1999): 135-176. Print.
+Web pages:
+Format | Author(s). ""Page Title."" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.
+Example | Gunn, Janelle P., and Lauren E. Owens. ""How to Slash Sodium from Your Diet."" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.
+Additional guidelines:
+Author Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by ""et al.,"" which stands for and others (e.g., Smith, Jane, et al.).
+Medium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are ""Print"" and ""Web,"" but other possibilities include ""Film,"" ""E-mail,"" and ""Lecture."" Whenever the Medium of Publication is ""Web,"" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.
+Editors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. ""Ed."" stands for edited by. ""Trans."" stands for translated by.
+Missing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation ""n. pag."" is used instead. If a work has no available publication date, the abbreviation ""n.d."" is used instead. If a work has no available publisher or no available city of publication, the abbreviation ""n.p."" is used instead.
+ | Solution: Look closely at the Works Cited entry:
+Kulligan, Ian K. ""First of Kate Brown's Ethics Bills Sent to Senate Floor."" The Oregonian 28 Apr. 2015: n. pag. Web. 2 May 2015.
+You can tell that the cited work is a newspaper article because of the entry's formatting. Entries for newspaper articles include the author of the article, the article title in quotation marks, the name of the newspaper in italics, the date of publication, and the page number the article appears on."
+"Question: Which figure of speech is used in this text?
+Hello darkness, my old friend
+I've come to talk with you again
+Because a vision softly creeping
+Left its seeds while I was sleeping
+—Paul Simon, ""The Sound of Silence"" | Choices: [apostrophe, anaphora] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses apostrophe, a direct address to an absent person or a nonhuman entity.
+Hello darkness, my old friend is a direct address to the darkness, a nonhuman entity."
+"Question: What is the mass of a passenger airplane? | Choices: [45 ounces, 45 tons, 45 pounds] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a passenger airplane is 45 tons.
+45 ounces and 45 pounds are both too light. | Hint: Select the best estimate."
+"Question: What do these two changes have in common?
+a banana getting ripe on the counter
+mixing glue and laundry powder to create putty | Choices: [Both are only physical changes., Both are caused by heating., Both are chemical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A banana getting ripe on the counter is a chemical change. As a banana ripens, the type of matter in it changes. The peel changes color and the inside becomes softer and sweeter.
+Mixing glue and laundry powder to create putty is a chemical change. The putty is a different type of matter that was not there before the change.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: How long does it take to peel a banana? | Choices: [12 seconds, 12 minutes] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to peel a banana is 12 seconds.
+12 minutes is too slow. | Hint: Select the better estimate."
+"Question: Is the following trait inherited or acquired?
+Sophie has a scar on her left elbow. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait."
+"Question: Which word would you find on a dictionary page with the following guide words?
+plea - prefer | Choices: [purpose, pop] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since pop is between the guide words plea - prefer, it would be found on that page."
+"Question: Select the vertebrate. | Choices: [bull ant, flower hat jellyfish, black orb weaver spider, box turtle] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A bull ant is an insect. Like other insects, a bull ant is an invertebrate. It does not have a backbone. It has an exoskeleton.
+Like other spiders, a black orb weaver spider is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A box turtle is a reptile. Like other reptiles, a box turtle is a vertebrate. It has a backbone.
+Like other jellyfishes, a flower hat jellyfish is an invertebrate. It does not have a backbone. It has a soft body. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Which figure of speech is used in this text?
+Reggie's '64 Impala groaned as he turned the ignition. Yet again he resolved to refurbish it over the summer. | Choices: [metaphor, personification] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses personification, giving human characteristics to nonhuman things.
+Reggie's '64 Impala groaned describes the car as if it were human."
+"Question: Select the one substance that is not a mineral. | Choices: [Wood is a body part of a plant. It is formed in nature., Calcite is formed in nature. It is a pure substance., Hematite is formed in nature. It is a pure substance.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Calcite is a mineral.
+Hematite is a mineral.
+Wood is a body part of a plant. But minerals are not made by living things.
+So, wood is not a mineral."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Grace,, Dear grace,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Grace is capitalized because it is a proper noun."
+"Question: Which correctly shows the title of an article? | Choices: [""Life on the moon?"", ""Life on the Moon?""] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The words on and the are not important, so they should not be capitalized.
+The correct title is ""Life on the Moon?"""
+"Question: Using only these supplies, which question can Andy investigate with an experiment? | Choices: [Are dishes cleaner when washed with liquid dish detergent or with bar soap?, Are dishes washed in a dishwasher cleaner than dishes washed by hand?, Are dishes cleaner when washed with a soapy sponge or with a soapy rag?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Andy is washing dishes after cooking his dinner. He notices that some of the dishes still feel oily after being washed. He wonders what factors affect how clean dishes are after they are washed. So, he decides to design an experiment. He has the following supplies available:
+a sponge
+liquid dish detergent
+a bar of soap
+hot water
+cold water
+a pile of dirty dishes"
+"Question: Which word does not rhyme? | Choices: [bite, fine, nine] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words fine and nine rhyme. They both end with the ine sound.
+The word bite does not rhyme. It ends with a different sound."
+"Question: Is a hockey puck a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a hockey puck is a good or a service, ask these questions:
+Is a hockey puck something you can touch? Yes.
+Is a hockey puck a job you might pay someone else to do? No.
+So, a hockey puck is a good."
+"Question: What is the source of the allusion in the sentence below?
+Wesley spoke at the city council meeting, claiming the new recycling regulations were draconian. | Choices: [Greek history, a fairy tale] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion draconian is Greek history.
+Draco, a government official in seventh-century Athens, Greece, wrote a code of laws that called for severe punishments for even minor offenses.
+The allusion draconian means harsh."
+"Question: What information supports the conclusion that Sanjay inherited this trait? | Choices: [Sanjay's biological parents have freckles on their noses just as Sanjay does., Sanjay has freckles on his nose and shoulders., Sanjay and his biological mother have pale skin.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Sanjay has freckles."
+"Question: What do these two changes have in common?
+a banana getting ripe on the counter
+plants making food from sunlight, air, and water | Choices: [Both are caused by heating., Both are only physical changes., Both are caused by cooling., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A banana getting ripe on the counter is a chemical change. As a banana ripens, the type of matter in it changes. The peel changes color and the inside becomes softer and sweeter.
+Plants making food is a chemical change. Plants use energy from sunlight to change air and water into food. The food is sugar. Sugar is a different type of matter than air or water.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: How long does it take to fly across the United States in an airplane? | Choices: [6 seconds, 6 hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to fly across the United States in an airplane is 6 hours.
+6 seconds is too fast. | Hint: Select the better estimate."
+"Question: Which word would you find on a dictionary page with the following guide words?
+tawny - trestle | Choices: [twelve, textile] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since textile is between the guide words tawny - trestle, it would be found on that page."
+"Question: Which logical fallacy is used in the text?
+Have you ever seen an animal cook its food? No! The idea is absurd and unnatural. That's why the healthiest diet is all raw food, all the time. | Choices: [bandwagon fallacy: the assumption that the popular choice is automatically correct, false dichotomy: an argument that presents only two choices when more options exist, appeal to nature: the assumption that natural things are always good] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that a diet of uncooked food is healthiest because animals don't cook their food. However, something isn't necessarily healthy for humans just because it's what animals do naturally. This illustrates a type of logical fallacy known as an appeal to nature."
+"Question: How long is a long-distance running race? | Choices: [23 meters, 23 kilometers, 23 centimeters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a long-distance running race is 23 kilometers.
+23 centimeters and 23 meters are both too short. | Hint: Select the best estimate."
+"Question: Below are three examples of using energy from natural resources. Select the use of energy that did not add to air pollution. | Choices: [A steamboat's engine burned coal., A gas stove created an open flame for cooking by burning natural gas., The Sun and wind dried clothes on an outdoor clothesline.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: earth-science | Skill: Evaluate natural energy sources | Lecture: Humans have invented many ways to use natural resources. We use energy from natural resources in our daily activities, including cooking food, moving objects, and powering machines.
+Some ways of using natural resources for energy add to air pollution, and others do not.
+Wood, oil, and coal are examples of natural resources that are fuels. Burning a fuel provides energy. But it also releases chemicals that can be harmful to our health and to the environment. These chemicals add to air pollution.
+Sunlight, wind, and water are natural resources that can provide energy. Using energy from the Sun, wind, or water does not burn material. These uses of energy do not release chemicals that add to air pollution. | Solution: nan | Hint: Humans have invented many ways to use energy from natural resources. Some of these uses of energy add to air pollution, and others do not.
+Hint: Burning a material such as wood, oil, or coal releases chemicals that add to air pollution."
+"Question: What does this Works Cited entry indicate about the cited work?
+Sherwood, Chris. ""How Do Teenagers Build Credit?"" eHow. Demand Media, n.d. Web. 24 Feb. 2015. | Choices: [It was published on February 24, 2015., It doesn't have a date of publication., eHow is the publisher.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: reference-skills | Skill: Understand a Works Cited entry (MLA 7th edition) | Lecture: When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.
+Below are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.
+Books:
+Format | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.
+Example | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.
+Essays, short stories, or poems in an anthology or book:
+Format | Author(s). ""Essay, Poem, or Short Story Title."" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.
+Example | James, Henry. ""The Middle Years."" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.
+Magazine and newspaper articles:
+Format | Author(s). ""Article Title."" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.
+Example | Hayes, David J., and James H. Stock. ""The Real Cost of Coal."" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.
+Journal articles:
+Format | Author(s). ""Article Title."" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.
+Example | Gillette, Jane, et al. ""Human Simulations of Vocabulary Learning."" Cognition 73.2 (1999): 135-176. Print.
+Web pages:
+Format | Author(s). ""Page Title."" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.
+Example | Gunn, Janelle P., and Lauren E. Owens. ""How to Slash Sodium from Your Diet."" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.
+Additional guidelines:
+Author Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by ""et al.,"" which stands for and others (e.g., Smith, Jane, et al.).
+Medium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are ""Print"" and ""Web,"" but other possibilities include ""Film,"" ""E-mail,"" and ""Lecture."" Whenever the Medium of Publication is ""Web,"" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.
+Editors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. ""Ed."" stands for edited by. ""Trans."" stands for translated by.
+Missing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation ""n. pag."" is used instead. If a work has no available publication date, the abbreviation ""n.d."" is used instead. If a work has no available publisher or no available city of publication, the abbreviation ""n.p."" is used instead.
+ | Solution: Look closely at the Works Cited entry:
+Sherwood, Chris. ""How Do Teenagers Build Credit?"" eHow. Demand Media, n.d. Web. 24 Feb. 2015.
+You can tell that the cited work has no available publication date because the entry contains the abbreviation n.d., which means no date of publication."
+"Question: Which word would you find on a dictionary page with the following guide words?
+shore - swore | Choices: [suspense, sat] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since suspense is between the guide words shore - swore, it would be found on that page."
+"Question: Using only these supplies, which question can Jeffrey investigate with an experiment? | Choices: [Do watercolor paintings dry faster when placed next to a fan?, Does a large watercolor painting or a small watercolor painting dry faster?, Do watercolor paintings dry faster when they are placed inside or outside?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Jeffrey is painting watercolor pictures with his friend. An hour after they have finished, Jeffrey notices one painting is dry but the other is not. He wonders what factors affect how quickly watercolor paintings dry. So, he decides to design an experiment. He has the following supplies available:
+two freshly painted watercolor pictures of the same size
+his dining room table
+a picnic table in his backyard
+a heater"
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Steven felt better about collaborating on the research project after Rick talked with him about it., After Rick talked with Steven about the research project, he felt better about collaborating on it.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun he could refer to Rick or Steven.
+After Rick talked with Steven about the research project, he felt better about collaborating on it.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Steven felt better about collaborating on the research project after Rick talked with him about it."
+"Question: Complete the sentence.
+Your breath becoming visible on a cold day is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Your breath becoming visible on a cold day is a change of state. So, it is a physical change. Water vapor in your breath touches the cold air outside and becomes liquid. The water vapor changes state, but it is made of water. A different type of matter is not formed."
+"Question: Using only these supplies, which question can Abigail investigate with an experiment? | Choices: [Do the deer eat fewer leaves from bean plants sprayed with garlic spray than from unsprayed bean plants?, Do the deer eat more leaves from tomato plants or from squash plants?, Do the deer eat fewer leaves from bean plants sprayed with coffee spray than from unsprayed bean plants?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Abigail has a garden that is sometimes visited by deer. She notices that the deer eat some plants in her garden more than others. She wonders what factors affect which plants the deer eat. So, she decides to design an experiment. She has the following supplies available:
+a garlic spray used to keep garden pests away
+four tomato plants
+four bean plants"
+"Question: Is there a sentence fragment?
+At a latitude of seventy degrees north, Tromsø is Norway's northernmost city. Moreover, it is one of the best places on the planet to view the northern lights, or aurora borealis. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify sentence fragments | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A sentence fragment is a group of words that does not express a complete thought.
+Rehearsing daily because we have a concert in two weeks.
+This fragment is missing a subject. It doesn't tell who is rehearsing.
+The band I'm in.
+This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
+Because we have a concert in two weeks.
+This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | Solution: There is not a sentence fragment. These are complete sentences because they express complete thoughts.
+At a latitude of seventy degrees north, Tromsø is Norway's northernmost city. Moreover, it is one of the best places on the planet to view the northern lights, or aurora borealis."
+"Question: Suppose Janice decides to watch the comedy. Which result would be a cost? | Choices: [Janice will get to watch the movie that she is more excited about., Janice will give up the chance to watch a movie with her sister.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Janice wants or needs:
+Janice will give up the chance to watch a movie with her sister. | Hint: Janice is deciding whether to watch a comedy or an action movie. She would prefer to watch a comedy. But she also wants to watch a movie with her sister. Janice's sister will only watch an action movie."
+"Question: What is the source of the allusion in the sentence below?
+When it comes to starting new businesses, Emilia seems to have a Midas touch. | Choices: [the Bible, Greek mythology] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Midas is Greek mythology.
+In Greek mythology, King Midas is granted his wish that everything he touches turn to gold.
+The allusion Midas means fortunate."
+"Question: What is the volume of a jar of baby food? | Choices: [5 gallons, 5 fluid ounces, 5 cups] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a jar of baby food is 5 fluid ounces.
+5 cups and 5 gallons are both too much. | Hint: Select the best estimate."
+"Question: Which is a compound sentence? | Choices: [Gold is a deep yellow metal, and silver is a white metal., The butcher cuts the fat off the meat.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction and.
+Gold is a deep yellow metal, and silver is a white metal."
+"Question: Which is a simple sentence? | Choices: [Javier stacked a crate of oranges on top of the crate of lemons and checked both crates off his order sheet., Although she left her house early, Clare barely made it to the train station in time.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the simple sentence. It is a single independent clause.
+Javier stacked a crate of oranges on top of the crate of lemons and checked both crates off his order sheet."
+"Question: What does the euphemism in this text suggest?
+The Blake family donated a number of gently loved books and toys to a local shelter. | Choices: [The items were no longer wanted., The items were not new.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Interpret the figure of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The euphemism gently loved means the items were not new. Gently loved is a nicer way of referring to used items."
+"Question: Which correctly shows the title of a short story? | Choices: [The Gift of the Magi, ""The Gift of the Magi""] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A short story should be in quotation marks.
+The correct title is ""The Gift of the Magi."""
+"Question: The city of Belmont has been one of the world's biggest makers of cough drops for many years. But last month, Belmont's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops? | Choices: [The supply will probably go down., The supply will probably go up.] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Floods destroyed the cough drop factories in Belmont. The number of producers of cough drops went down. So, the supply of cough drops will probably go down."
+"Question: Is this a run-on sentence?
+According to one theory, aviator Amelia Earhart may have crash landed on a remote island in the Pacific Ocean rather than crashing into the water as many historians believe. | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.
+According to one theory, aviator Amelia Earhart may have crash landed on a remote island in the Pacific Ocean rather than crashing into the water as many historians believe."
+"Question: Which tense does the sentence use?
+The astronomer uses the telescope only at night. | Choices: [present tense, past tense, future tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, uses. The verb ends in -s and tells you about something that is true or happening now."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Peter's brother John wondered whether he ran fast enough to qualify for the Boston Marathon., Peter's brother John wondered whether Peter ran fast enough to qualify for the Boston Marathon.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun he could refer to Peter or John.
+The second answer choice shows a possible correction for the vague pronoun reference. He has been replaced with Peter.
+Peter's brother John wondered whether Peter ran fast enough to qualify for the Boston Marathon."
+"Question: Which is harder? | Choices: [ceramic plate, paper bag] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Hard is a property. A hard material keeps its shape when you press on it with your finger.
+Look at each picture, one at a time. Imagine pushing on the material shown in each picture.
+Of the choices, the ceramic plate is harder. If you press on a piece of ceramic, it will not change shape."
+"Question: Which figure of speech is used in this text?
+From the warmth and safety of their beds, the villagers listened to the screaming storm until daybreak. Then there was silence. | Choices: [personification, allusion] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses personification, giving human characteristics to nonhuman things.
+Screaming storm describes the loud storm as if it were human."
+"Question: Which is a compound sentence? | Choices: [The lightning frightened the horses, but they calmed down after the storm., Bison once roamed freely across the Great Plains of the United States.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.
+The lightning frightened the horses, but they calmed down after the storm."
+"Question: Which is a compound sentence? | Choices: [The magician made a rabbit disappear, and he pulled flowers out of his hat., The woman at the post office weighs the package on a scale.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction and.
+The magician made a rabbit disappear, and he pulled flowers out of his hat."
+"Question: What information supports the conclusion that Naomi acquired this trait? | Choices: [Some scars fade more quickly than others., Naomi's scar was caused by an accident. She cut her leg when she was climbing a tree.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Naomi has a scar on her left leg."
+"Question: Does this passage describe the weather or the climate?
+Hector put on an extra pair of socks this morning because it was so cold. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Hector put on an extra pair of socks this morning because it was so cold.
+This passage tells you about the temperature this morning where Hector lives. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Based on this information, what is Astro's phenotype for the horns trait? | Choices: [having horns, not having horns] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine Astro's phenotype for the horns trait. First, consider the alleles in Astro's genotype for the horns gene. Then, decide whether these alleles are dominant or recessive.
+The allele for having horns (h) is recessive to the allele for not having horns (H). This means H is a dominant allele, and h is a recessive allele.
+Astro's genotype of Hh has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Astro's phenotype for the horns trait must be not having horns. | Hint: In a group of cows, some individuals have horns and others do not. In this group, the gene for the horns trait has two alleles. The allele for having horns (h) is recessive to the allele for not having horns (H).
+Astro is a cow from this group. Astro has the heterozygous genotype Hh for the horns gene."
+"Question: What information supports the conclusion that Diana acquired this trait? | Choices: [Diana's mother speaks one language., Diana learned to speak two languages in school.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Diana speaks two languages."
+"Question: What information supports the conclusion that Ann acquired this trait? | Choices: [A pilot taught Ann how to fly a plane., Ann is in the Air Force. She flies a plane almost every day., Ann can fly a plane on cloudy days and at night.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Ann knows how to fly a plane."
+"Question: Is the following trait inherited or acquired?
+Avery plays hockey. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play hockey. Instead, some people learn how to play hockey. Playing the sport takes practice. So, playing hockey is an acquired trait."
+"Question: Would you find the word pep on a dictionary page with the following guide words?
+proof - purify | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since pep is not between the guide words proof - purify, it would not be found on that page."
+"Question: Select the animal that has a backbone. | Choices: [fly, cassowary] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A cassowary is a bird. Like other birds, a cassowary has a backbone.
+A fly is an insect. Like other insects, a fly does not have a backbone. It has a hard outer cover. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones."
+"Question: Which closing is correct for a letter? | Choices: [Love,
+Josh, love,
+Josh] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: What information supports the conclusion that Tristan acquired this trait? | Choices: [Tristan's scar was caused by an accident. He cut his arm when he fell off his bicycle., Some scars fade more quickly than others.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Tristan has a scar on his right arm."
+"Question: Complete the statement. Assume that Diego's mass did not change.
+The gravitational potential energy stored between Diego and Earth () as he rode the escalator. | Choices: [decreased, increased, stayed the same] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between Diego and the center of Earth changed.
+The second floor is higher than the first floor. As he rode the escalator toward the second floor, the distance between Diego and the center of Earth increased. So, the gravitational potential energy stored between Diego and Earth increased as he rode the escalator. | Hint: Read the text about a person in motion.
+Diego rode an escalator from the first floor to the second floor of a shopping mall."
+"Question: Is the following trait inherited or acquired?
+Kelly is good at cooking. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to cook. Instead, many people learn how to cook. So, cooking is an acquired trait."
+"Question: Which sentence states a fact? | Choices: [A triangle is a shape with three sides., Triangles are harder to draw than rectangles.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The second sentence states a fact.
+A triangle is a shape with three sides.
+It can be proved by looking up the word triangle.
+The first sentence states an opinion.
+Triangles are harder to draw than rectangles.
+Harder shows what a person believes, thinks, or feels. Another person might have a different opinion about which shape is harder to draw."
+"Question: Is a pencil a good or a service? | Choices: [a service, a good] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a pencil is a good or a service, ask these questions:
+Is a pencil something you can touch? Yes.
+Is a pencil a job you might pay someone else to do? No.
+So, a pencil is a good."
+"Question: Oranges do not grow well in cold temperatures. After an unusually cold winter, what will probably happen to the overall supply of oranges? | Choices: [The supply will probably go up., The supply will probably go down.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Cold weather makes it more difficult to grow oranges. Fewer oranges will be grown, and there will probably be fewer oranges to sell. The overall supply of oranges will probably go down. The oranges, which are resources, are harder to get."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Steve gave a beautifully bound copy of his favorite book, One Hundred Years of Solitude, to Jake., Steve gave Jake a beautifully bound copy of One Hundred Years of Solitude, which is his favorite book.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun his could refer to Steve or Jake.
+Steve gave Jake a beautifully bound copy of One Hundred Years of Solitude, which is his favorite book.
+The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Steve gave a beautifully bound copy of his favorite book, One Hundred Years of Solitude, to Jake."
+"Question: Choose the poem that uses alliteration. | Choices: [Now silent, now singing and swaying and swinging,
+like blossoms that bend to the breezes or showers,
+Now wantonly winding, they flash, now they falter,
+and, lingering, languish in radiant choir., So mirrored in thy heart are all desires,
+Eternal longings, Youth's inheritance,
+All hopes that token immortality,
+All griefs whereto immortal grief aspires.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: reading-comprehension | Skill: Identify elements of poetry | Lecture: Poets often use the sounds of words to create interesting effects and to express moods and emotions. Understanding these elements of poetry can help you better interpret and appreciate poetic forms.
+Anaphora is the repetition of words or sequences of words at the beginning of multiple phrases, sentences, or lines.
+Out of the cradle endlessly rocking,
+Out of the mocking-bird's throat, the musical shuttle,
+Out of the Ninth-month midnight
+—From Walt Whitman, ""Out of the Cradle Endlessly Rocking""
+Onomatopoeia is when language sounds like what it talks about.
+Sometimes the onomatopoeia uses made-up words:
+Tlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.
+—From Alfred Noyes, ""The Highwayman""
+Sometimes the onomatopoeia uses real words:
+Hark! the honey bee is humming.
+—From Mary Howitt, ""The Voice of Spring""
+Alliteration is when beginning consonant sounds are repeated in words that are close together.
+Where the wild men watched and waited
+Wolves in the forest, and bears in the bush.
+—From Bayard Taylor, ""A Night with a Wolf""
+Assonance is the repetition of vowel sounds. Often, assonance can create rhymes or near-rhymes within lines.
+I wandered lonely as a Cloud
+That floats on high o'er Vales and Hills,
+When all at once I saw a crowd,
+A host of golden Daffodils.
+—From William Wordsworth, ""I Wandered Lonely as a Cloud""
+Meter is a poem's rhythm, or the pattern of strong and weak syllables. Strong syllables are stressed, while weak syllables are unstressed.
+A poem has an iambic meter when the beat sounds like da-DUM. A weak syllable is followed by a strong syllable. Occasionally, a line may begin with a strong syllable.
+He watches from his mountain walls,
+And like a thunderbolt he falls.
+—From Alfred, Lord Tennyson, ""The Eagle""
+A poem has a trochaic meter when the beat sounds like DUM-da. A strong syllable is followed by a weak syllable. Occasionally, a line may end in a strong syllable.
+Back into the chamber turning, all my soul within me burning,
+Soon again I heard a tapping somewhat louder than before.
+—From Edgar Allen Poe, ""The Raven""
+Free verse is when a poem has neither a regular rhythm nor a rhyme pattern.
+The old bridge has a wrinkled face.
+He bends his back
+For us to go over.
+—From Hilda Conkling, ""The Old Bridge""
+The syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern. | Solution: This poem uses alliteration. It repeats beginning consonant sounds. | Hint: From Sarojini Naidu, ""Indian Dancers"" and from Archibald MacLeish, ""Imagery"""
+"Question: Which word would you find on a dictionary page with the following guide words?
+patient - poncho | Choices: [perfume, puzzle] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since perfume is between the guide words patient - poncho, it would be found on that page."
+"Question: Which figure of speech is used in this text?
+Jada and Danny had met before through mutual friends, but they had never been alone together until their first date. | Choices: [euphemism, oxymoron] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Alone together is a contradiction, because being alone means by yourself, but together means with someone else."
+"Question: What information supports the conclusion that Kelly acquired this trait? | Choices: [Kelly was not born knowing how to identify different bird calls. She had to learn this skill., Kelly likes to photograph birds at the zoo.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Kelly is good at identifying birds from their calls."
+"Question: Which is more flexible? | Choices: [chalk, rubber band] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Flexible is a property. A flexible material can be bent without breaking easily.
+Look at each picture, one at a time. Imagine bending the material shown in each picture.
+Of the choices, the rubber band is more flexible. If you bend rubber, it will not break."
+"Question: Complete the sentence.
+In this chemical reaction, oxygen is a (). | Choices: [product, reactant] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Identify reactants and products | Lecture: A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.
+In a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.
+The original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.
+The substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.
+So, in a chemical reaction, reactants go through a chemical change to form products. | Solution: Read the underlined text carefully. Look for information about what happens to oxygen in this chemical reaction.
+Hydrogen peroxide, a household disinfectant, breaks down into water and oxygen gas over time. Light speeds up this process, so hydrogen peroxide is typically stored in a dark-colored bottle. The bottle's dark coloring blocks light and makes the hydrogen peroxide last longer.
+The underlined text tells you that oxygen forms when hydrogen peroxide breaks down. Because oxygen is produced by this chemical reaction, oxygen is a product. | Hint: This passage describes a chemical reaction. Read the passage. Then, follow the instructions below.
+Hydrogen peroxide, a household disinfectant, breaks down into water and oxygen gas over time. Light speeds up this process, so hydrogen peroxide is typically stored in a dark-colored bottle. The bottle's dark coloring blocks light and makes the hydrogen peroxide last longer."
+"Question: Simon starts to pull the wagon across the yard. To move the wagon at the same speed each time, which friend does Simon need to pull with a larger force? | Choices: [a friend who weighs 35 pounds, a friend who weighs 24 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the friend who is heavier.
+A friend who weighs 35 pounds is heavier than a friend who weighs 24 pounds. So, to move the wagon at the same speed each time, Simon needs to use a larger force to start moving the wagon with a friend who weighs 35 pounds. | Hint: Simon gives two friends a ride in his wagon. One friend sits in the wagon at a time."
+"Question: Compare the motion of three blue jays. Which blue jay was moving at the lowest speed? | Choices: [a blue jay that moved 325kilometers east in 10hours, a blue jay that moved 345kilometers south in 10hours, a blue jay that moved 315kilometers south in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each blue jay moved and the time it took to move that distance. The direction each blue jay moved does not affect its speed.
+Notice that each blue jay moved for 10 hours. The blue jay that moved 315 kilometers moved the shortest distance in that time. So, that blue jay must have moved at the lowest speed."
+"Question: What does the verbal irony in this text suggest?
+According to Mr. Buchanan's kids, his snoring is as quiet as a jackhammer. | Choices: [The snoring occurs in bursts., The snoring is loud.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As quiet as a jackhammer suggests that the snoring is loud. A jackhammer is not quiet, and neither is Mr. Buchanan's snoring."
+"Question: Select the one true statement. | Choices: [An animal cell has both a cell wall and chloroplasts., The nucleus of a plant cell has chromosomes., The cell membrane of an animal cell uses sunlight to make sugar.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Compare cells and cell parts | Lecture: nan | Solution: nan"
+"Question: What do these two changes have in common?
+melting wax
+snowflakes forming in a cloud | Choices: [Both are caused by cooling., Both are chemical changes., Both are only physical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Melting wax is a change of state. So, it is a physical change. The wax changes from solid to liquid. But it is still made of the same type of matter.
+Snowflakes forming in a cloud is a change of state. So, it is a physical change. Liquid water freezes and becomes solid, but it is still made of water. A different type of matter is not formed.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Wax melting is caused by heating. But snowflakes forming in a cloud is not.
+Both are caused by cooling.
+A snowflake begins to form when a tiny drop of liquid water in a cloud freezes. This is caused by cooling. But melting wax is not."
+"Question: Is a piano a good or a service? | Choices: [a service, a good] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a piano is a good or a service, ask these questions:
+Is a piano something you can touch? Yes.
+Is a piano a job you might pay someone else to do? No.
+So, a piano is a good."
+"Question: Which correctly shows the title of a movie? | Choices: [***The Strongest Man in the World***, ""The Strongest Man in the World""] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A movie should be in italics.
+The correct title is **The Strongest Man in the World**."
+"Question: The donkeys move the carts at the same speed. Which cart is pulled with a larger force? | Choices: [a cart holding 64 pounds, a cart holding 90 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the cart that is heavier.
+A cart holding 90 pounds is heavier than a cart holding 64 pounds. So, the cart holding 90 pounds needs a larger force to start moving at the same speed as the other cart. | Hint: Two donkeys pull carts from the farmhouse to the yard. The carts are the same. Each cart is holding different tools."
+"Question: Which is the hardest? | Choices: [styrofoam packing peanuts, cobalt, linen handkerchief] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Hard is a property. A hard material keeps its shape when you press on it with your finger.
+Look at each picture, one at a time. Imagine pushing on the material shown in each picture.
+Of the choices, the cobalt is the hardest. If you press on a bar of cobalt, it will not change shape."
+"Question: Which type of sentence is this?
+An avid reader, Zack attends weekly book club meetings, and he finishes several novels every month. | Choices: [simple, complex, compound, compound-complex] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+An avid reader, Zack attends weekly book club meetings, and he finishes several novels every month."
+"Question: What information supports the conclusion that Janelle acquired this trait? | Choices: [Janelle likes to photograph birds at the zoo., Janelle was not born knowing how to identify different bird calls. She had to learn this skill.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Janelle is good at identifying birds from their calls."
+"Question: Which greeting is correct for a letter? | Choices: [Dear grandpa Nick,, Dear Grandpa Nick,] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Grandpa Nick is capitalized because it is a proper noun."
+"Question: Would you find the word destroy on a dictionary page with the following guide words?
+dam - dirty | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since destroy is between the guide words dam - dirty, it would be found on that page."
+"Question: Which is a compound sentence? | Choices: [The engine in the car makes a strange noise., Grandma shelled the peas, but she left the beans for me.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.
+Grandma shelled the peas, but she left the beans for me."
+"Question: Which type of sentence is this?
+An avid reader, Pablo attends weekly book club meetings, and he finishes several novels every month. | Choices: [compound-complex, compound, simple, complex] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+An avid reader, Pablo attends weekly book club meetings, and he finishes several novels every month."
+"Question: Is the following trait inherited or acquired?
+Brett can ride a motorcycle. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to ride a motorcycle. Instead, many people learn how to ride. So, riding a motorcycle is an acquired trait. | Hint: Hint: Riding a motorcycle well takes practice."
+"Question: Which word does not rhyme? | Choices: [get, meet, feet] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words feet and meet rhyme. They both end with the eet sound.
+The word get does not rhyme. It ends with a different sound."
+"Question: Which word would you find on a dictionary page with the following guide words?
+mayor - mist | Choices: [mosquito, mechanic] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since mechanic is between the guide words mayor - mist, it would be found on that page."
+"Question: Using only these supplies, which question can Aubrey investigate with an experiment? | Choices: [Does the basketball bounce higher on a lawn or on a dirt path?, Do larger basketballs bounce higher than smaller basketballs on a brick patio?, Does the basketball bounce higher on gravel or on grass?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Aubrey gets a basketball for her birthday and dribbles it around her neighborhood. She notices that sometimes the ball bounces higher than other times. She wonders what factors affect how high her ball bounces. So, she decides to design an experiment. She has the following supplies available:
+one basketball
+access to a brick patio
+access to a grassy lawn
+access to a gravel driveway
+a meterstick"
+"Question: The Fifth Amendment talks about the rights of people who are accused of crimes. For example, it says that a person cannot be put on trial for the same crime more than once. Which is another right protected by the Fifth Amendment? | Choices: [the right to lie to a judge, the right to apologize, the right to own weapons, the right to remain silent] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: civics | Skill: The Bill of Rights | Lecture: nan | Solution: The Fifth Amendment says that a person cannot be put on trial for the same crime more than once. It also says that anyone accused of a crime has the right to remain silent. The right to remain silent is important when someone is accused of a crime. A person does not have to answer questions from the police. In fact, the police need to tell a person about the Fifth Amendment before questioning him or her. A person also does not have to speak at his or her own trial. Even if a person does speak, he or she can plead the Fifth to avoid answering any question. Part of the text of the Fifth Amendment is below. It does not use the words ""right to remain silent."" Where do you think that phrase comes from? Nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself."
+"Question: Which figure of speech is used in this text?
+It's an open secret that Brennan is writing a book based on his experiences living in Singapore. He never talks about it, but almost all his friends know. | Choices: [oxymoron, apostrophe] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Open secret is a contradiction, because open describes something that is freely or publicly known, and a secret is hidden."
+"Question: Which figure of speech is used in this text?
+And if you can't be with the one you love, honey,
+Love the one you're with
+—Stephen Stills, ""Love the One You're With"" | Choices: [chiasmus, anaphora] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses chiasmus, an expression in which the second half parallels the first but reverses the order of words.
+The second half of the sentence reverses the order of the words with and love relative to the first half."
+"Question: Which figure of speech is used in this text?
+I was just beginning to yawn with nerves . . . when I knew his tattarrattat at the door.
+—James Joyce, Ulysses | Choices: [onomatopoeia, simile] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses onomatopoeia, a word that expresses a sound.
+Tattarrattat represents the sound of a knock on a door."
+"Question: Which tense does the sentence use?
+Mom will pitch the ball to Fred. | Choices: [future tense, present tense, past tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, pitch. The verb tells you about something that is going to happen."
+"Question: Select the one substance that is not a mineral. | Choices: [Soap is made in a factory. It is not a pure substance., Sphalerite is a pure substance. It is not made by living things., Hematite is not made by living things. It is a solid.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Hematite is a mineral.
+Sphalerite is a mineral.
+Soap is made in a factory. But all minerals are formed in nature.
+Soap is not a pure substance. But all minerals are pure substances.
+So, soap is not a mineral."
+"Question: Does this passage describe the weather or the climate?
+Where Wayne lives, the wind often blows in from the nearby hills. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Where Wayne lives, the wind often blows in from the nearby hills.
+This passage tells you about the usual wind pattern where Wayne lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: What is the source of the allusion in the sentence below?
+By the time Evelyn had finished explaining to Mr. Scott what had happened, her friends were laughingly referring to her as Scheherazade. | Choices: [Greek history, ancient legend] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Scheherazade is ancient legend.
+The Arabian Nights presents the ancient legend of how Scheherazade successfully postpones her imminent death by mesmerizing her captor with a thousand and one fascinating tales.
+The allusion Scheherazade means a person who uses his or her arts to distract someone and avoid consequences."
+"Question: Is the following trait inherited or acquired?
+Evan knows how to type. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to type. Instead, many people learn how to type. So, typing is an acquired trait. | Hint: Hint: Typing takes practice."
+"Question: Compare the motion of two bowhead whales. Which bowhead whale was moving at a lower speed? | Choices: [a bowhead whale that moved 45kilometers in 10hours, a bowhead whale that moved 65kilometers in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each bowhead whale moved and the time it took to move that distance.
+One bowhead whale moved 45 kilometers in 10 hours.
+The other bowhead whale moved 65 kilometers in 10 hours.
+Notice that each bowhead whale spent the same amount of time moving. The bowhead whale that moved 45 kilometers moved a shorter distance in that time. So, that bowhead whale must have moved at a lower speed."
+"Question: The trucks begin to move at the same speed. Which truck needs a larger force to start moving? | Choices: [a mail truck carrying 250 pounds of mail, a mail truck carrying 350 pounds of mail] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the mail truck that is heavier.
+A mail truck carrying 350 pounds of mail is heavier than a mail truck carrying 250 pounds of mail. So, the mail truck carrying 350 pounds needs a larger force to start moving at the same speed as the other mail truck. | Hint: Two mail trucks are loaded with mail. The trucks are the same. But they are carrying different amounts of mail."
+"Question: Which sentence states a fact? | Choices: [The American Revolution went on for too many years., Thousands of people were injured during the American Revolution.] | Task: closed choice | Subject: social science | Grade: grade8 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved true by research or observation.
+George Washington became president of the United States in 1789.
+This statement is a fact. It can be proved by researching what year George Washington was inaugurated president.
+An opinion is something that a person believes, thinks, or feels. An opinion can be supported by evidence, but it cannot be proved true.
+George Washington was a better president than Thomas Jefferson.
+This statement is an opinion. People can have different ideas about what makes someone a ""better"" president, so the statement cannot be proved. | Solution: The first sentence states a fact.
+Thousands of people were injured during the American Revolution.
+It can be proved by researching how many people were injured during the American Revolution.
+The second sentence states an opinion.
+The American Revolution went on for too many years.
+Too many shows what a person believes, thinks, or feels. Another person might have a different opinion about how many years is too many."
+"Question: Answer the riddle.
+I grow on a tree.
+You can eat me.
+I may be red, yellow, or green.
+What am I? | Choices: [an apple, a leaf] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: vocabulary | Skill: What am I? | Lecture: nan | Solution: An apple grows on a tree.
+You can eat an apple.
+An apple may be red, yellow, or green."
+"Question: Which is a complete sentence? | Choices: [Coach Landry talked to her team before the game., My ancestors are from Russia, they came here many years ago.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Coach Landry talked to her team before the game is a complete sentence. The subject is Coach Landry, and the verb is talked."
+"Question: Which sentence states a fact? | Choices: [Cheeses made from cow's milk taste better than cheeses made from sheep's milk., Cheese is often made from milk that comes from cows, sheep, or goats.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The first sentence states a fact.
+Cheese is often made from milk that comes from cows, sheep, or goats.
+It can be proved by looking up information about cheese.
+The second sentence states an opinion.
+Cheeses made from cow's milk taste better than cheeses made from sheep's milk.
+Better shows what a person believes, thinks, or feels. Another person might have a different opinion about which kind of cheeses tastes better."
+"Question: Which text uses the word nauseous in its traditional sense? | Choices: [Everyone seemed to enjoy the magnolia-scented candle, but Derek found the smell rather nauseous., Everyone seemed to enjoy the magnolia-scented candle, but it made Derek feel rather nauseous.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses nauseous in its traditional sense: causing disgust or nausea.
+Everyone seemed to enjoy the magnolia-scented candle, but Derek found the smell rather nauseous.
+The first text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.
+Everyone seemed to enjoy the magnolia-scented candle, but it made Derek feel rather nauseous.
+Most style guides recommend to use the traditional sense of the word nauseous because it is considered more standard."
+"Question: Which logical fallacy is used in the text?
+Johnny must not have enjoyed the casserole, or he would have asked for a second serving. | Choices: [false dichotomy: an argument that presents only two choices when more options exist, circular reasoning: an argument that supports a claim with the claim itself, ad hominem: an attack against the person making the argument, rather than the argument itself] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that if Johnny enjoyed the casserole, then he would have eaten more. However, Johnny could have enjoyed the casserole without wanting a second serving. This illustrates a type of logical fallacy known as a false dichotomy."
+"Question: Would you find the word giant on a dictionary page with the following guide words?
+glorious - grumble | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since giant is not between the guide words glorious - grumble, it would not be found on that page."
+"Question: Which word would you find on a dictionary page with the following guide words?
+palm - poster | Choices: [prowl, pearl] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since pearl is between the guide words palm - poster, it would be found on that page."
+"Question: What is the mass of a skateboard? | Choices: [7 ounces, 7 tons, 7 pounds] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a skateboard is 7 pounds.
+7 ounces is too light and 7 tons is too heavy. | Hint: Select the best estimate."
+"Question: Using only these supplies, which question can Sofia investigate with an experiment? | Choices: [Does the basketball bounce higher on a lawn or on a dirt path?, Does the basketball bounce higher on gravel or on grass?, Do larger basketballs bounce higher than smaller basketballs on a brick patio?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Sofia gets a basketball for her birthday and dribbles it around her neighborhood. She notices that sometimes the ball bounces higher than other times. She wonders what factors affect how high her ball bounces. So, she decides to design an experiment. She has the following supplies available:
+one basketball
+access to a brick patio
+access to a grassy lawn
+access to a gravel driveway
+a meterstick"
+"Question: What is the source of the allusion in the sentence below?
+Dillon spoke at the city council meeting, claiming the new recycling regulations were draconian. | Choices: [a fable, Greek history] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion draconian is Greek history.
+Draco, a government official in seventh-century Athens, Greece, wrote a code of laws that called for severe punishments for even minor offenses.
+The allusion draconian means harsh."
+"Question: Which word does not rhyme? | Choices: [bone, hole, pole] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words pole and hole rhyme. They both end with the ole sound.
+The word bone does not rhyme. It ends with a different sound."
+"Question: Is there a sentence fragment?
+In the early 1800s, John Chapman—known today as Johnny Appleseed—planted acres of apple trees. The apples weren't meant for eating but instead were used to make cider. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify sentence fragments | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A sentence fragment is a group of words that does not express a complete thought.
+Rehearsing daily because we have a concert in two weeks.
+This fragment is missing a subject. It doesn't tell who is rehearsing.
+The band I'm in.
+This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
+Because we have a concert in two weeks.
+This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | Solution: There is not a sentence fragment. These are complete sentences because they express complete thoughts.
+In the early 1800 s, John Chapman—known today as Johnny Appleseed—planted acres of apple trees. The apples weren't meant for eating but instead were used to make cider."
+"Question: Would you find the word pluck on a dictionary page with the following guide words?
+pinch - print | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since pluck is between the guide words pinch - print, it would be found on that page."
+"Question: Using only these supplies, which question can Dakota investigate with an experiment? | Choices: [Does a rubber inner tube sled or a plastic sled go faster down a hill?, Does a plastic sled or a wooden sled go down a hill faster?, Does a rubber inner tube sled go faster down a small hill or down a big hill?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Dakota is sledding with her friends. She notices that some of them go faster down the sledding hill. She wonders what factors affect sledding speed. So, she decides to design an experiment. She has the following supplies available:
+access to a small snow-covered hill at the park
+a small plastic sled
+a large plastic sled
+a rubber inner tube sled
+a stopwatch"
+"Question: Select the one substance that is not a mineral. | Choices: [Gypsum is a solid. It is not made by living things., Native gold is a pure substance. It is not made by living things., Brass is made in a factory. It is a solid.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Native gold is a mineral.
+Gypsum is a mineral.
+Brass is made in a factory. But all minerals are formed in nature.
+So, brass is not a mineral."
+"Question: Which sentence states a fact? | Choices: [Thomas Edison's inventions are more interesting than Nikola Tesla's., Thomas Edison invented the phonograph.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
+The flag of the United States has 13 stripes.
+This is a fact. It can be proved by looking at the flag and counting the number of stripes.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+The flag of the United States is easy to draw.
+This is an opinion. People may have different opinions about what makes a flag ""easy"" to draw. | Solution: The second sentence states a fact.
+Thomas Edison invented the phonograph.
+It can be proved by reading a biography of Thomas Edison.
+The first sentence states an opinion.
+Thomas Edison's inventions are more interesting than Nikola Tesla's.
+More interesting shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes something interesting."
+"Question: Would you find the word vicious on a dictionary page with the following guide words?
+variety - volley | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since vicious is between the guide words variety - volley, it would be found on that page."
+"Question: Which figure of speech is used in this text?
+My mother always told me that ""you can't afford cheap shoes."" After having spent so much money repairing these boots, I'm beginning to believe her. | Choices: [paradox, oxymoron] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+You can't afford cheap shoes at first appears to be contradictory, as cheap shoes should by definition not be expensive. However, cheap shoes may need to be replaced or repaired more often than expensive shoes, and so may end up being more expensive over time."
+"Question: Select the plant. | Choices: [Flamingos walk and fly., Maple trees have star-shaped leaves.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A maple tree is a plant. It has star-shaped leaves.
+Maple trees have green leaves in the spring and summer. In the fall, their leaves turn yellow, red, or brown.
+A flamingo is an animal. It walks and flies.
+Flamingos live in large groups. These groups are called flocks."
+"Question: Based on this information, what is Fieval's phenotype for the fur color trait? | Choices: [brown fur, black fur] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine Fieval's phenotype for the fur color trait. First, consider the alleles in Fieval's genotype for the fur color gene. Then, decide whether these alleles are dominant or recessive.
+The allele for brown fur (f) is recessive to the allele for black fur (F). This means F is a dominant allele, and f is a recessive allele.
+Fieval's genotype of Ff has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Fieval's phenotype for the fur color trait must be black fur. | Hint: In a group of rabbits, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele for brown fur (f) is recessive to the allele for black fur (F).
+Fieval is a rabbit from this group. Fieval has the heterozygous genotype Ff for the fur color gene."
+"Question: Which correctly shows the title of a book? | Choices: [Sarah, Plain and Tall, sarah, plain and Tall] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word and is not important, so it should not be capitalized.
+The correct title is Sarah, Plain and Tall."
+"Question: Which is a compound sentence? | Choices: [Rumors about Mayor Wagner were spreading like wildfire, so she set the record straight at a press conference., At the auction, several paintings by famous artists were for sale, including one by Pablo Picasso.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction so.
+Rumors about Mayor Wagner were spreading like wildfire, so she set the record straight at a press conference."
+"Question: Based on this information, what is Tweety's phenotype for the cheek color trait? | Choices: [pale orange cheeks, bright orange cheeks] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine Tweety's phenotype for the cheek color trait. First, consider the alleles in Tweety's genotype for the cheek color gene. Then, decide whether these alleles are dominant or recessive.
+The allele for bright orange cheeks (R) is dominant over the allele for pale orange cheeks (r). This means R is a dominant allele, and r is a recessive allele.
+Tweety's genotype of Rr has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Tweety's phenotype for the cheek color trait must be bright orange cheeks. | Hint: In a group of cockatiels, some individuals have bright orange cheeks and others have pale orange cheeks. In this group, the gene for the cheek color trait has two alleles. The allele for bright orange cheeks (R) is dominant over the allele for pale orange cheeks (r).
+Tweety is a cockatiel from this group. Tweety has the heterozygous genotype Rr for the cheek color gene."
+"Question: Which figure of speech is used in this text?
+Dear Ella
+Our Special First Lady of Song
+You gave your best for so long
+This is true.
+—Dee Dee Bridgewater, ""Dear Ella"" | Choices: [oxymoron, apostrophe] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses apostrophe, a direct address to an absent person or a nonhuman entity.
+Dear Ella is a direct address to Ella Fitzgerald, who died in 1996."
+"Question: Based on this information, what is Mabel's phenotype for the leg color trait? | Choices: [white legs, yellow legs] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Mabel's genotype for the leg color gene is ll. Mabel's genotype of ll has only l alleles. The l allele is for yellow legs. So, Mabel's phenotype for the leg color trait must be yellow legs.
+To check this answer, consider whether Mabel's alleles are dominant or recessive. The allele for white legs (L) is dominant over the allele for yellow legs (l). This means L is a dominant allele, and l is a recessive allele.
+Mabel's genotype of ll has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Mabel's phenotype for the leg color trait must be yellow legs. | Hint: In a group of chickens, some individuals have white legs and others have yellow legs. In this group, the gene for the leg color trait has two alleles. The allele for white legs (L) is dominant over the allele for yellow legs (l).
+Mabel is a chicken from this group. Mabel has the homozygous genotype ll for the leg color gene."
+"Question: Select the one substance that is not a mineral. | Choices: [Plagioclase is not made by living things. It is a solid., Glue is made in a factory. It is not a pure substance., Graphite is formed in nature. It is a pure substance.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Graphite is a mineral.
+Glue is not a pure substance. But all minerals are pure substances.
+Glue is made in a factory. But all minerals are formed in nature.
+So, glue is not a mineral.
+Plagioclase is a mineral."
+"Question: Which is a compound sentence? | Choices: [Those carpenters use wood to build stairways and doorframes., We asked Andrew to join us, but we couldn't persuade him to go.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.
+We asked Andrew to join us, but we couldn't persuade him to go."
+"Question: Using only these supplies, which question can Lily investigate with an experiment? | Choices: [Does a cell phone charge faster when plugged into a wall outlet or into a computer?, Does a tablet charge faster with a two-foot-long charging cable or a five-foot-long charging cable?, Does a cell phone charge more quickly when it is turned on or when it is turned off?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Lily notices that her cell phone charges more quickly sometimes and more slowly other times. She wonders what factors affect how quickly a phone charges. So, she decides to design an experiment. She has the following supplies available:
+one cell phone
+a two-foot-long charging cable
+a five-foot-long charging cable
+a stopwatch
+a wall outlet"
+"Question: Select the animal. | Choices: [Humans eat plants and animals., Oak trees can have thick branches.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A human is an animal! Humans eat plants and animals.
+Humans are primates. Monkeys and apes are also primates.
+An oak tree is a plant. It can have thick branches.
+Acorns grow on oak trees. Acorns are small nuts with a seed inside."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Lester bought a program for the opera without realizing that it was in Russian., Lester bought a program for the opera without realizing that the program was in Russian.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun it could refer to the program or the opera.
+The first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the program.
+Lester bought a program for the opera without realizing that the program was in Russian."
+"Question: Select the plant. | Choices: [Orchids can grow flowers., Sea otters eat animals that live in the ocean.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A sea otter is an animal. It eats animals that live in the ocean.
+Sea otters have very thick fur. Their fur keeps them warm in cold water.
+An orchid is a plant. It can grow flowers.
+Many orchids grow in warm, wet places."
+"Question: Which correctly shows the title of a short story? | Choices: [""Hansel and Gretel"", Hansel and Gretel] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A short story should be in quotation marks.
+The correct title is ""Hansel and Gretel."""
+"Question: How long is a soccer field? | Choices: [380 yards, 380 inches, 380 feet, 380 miles] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a soccer field is 380 feet.
+380 inches is too short. 380 yards and 380 miles are too long. | Hint: Select the best estimate."
+"Question: Which object has the least thermal energy? | Choices: [a fish tank at a temperature of 23°C, a fish tank at a temperature of 20°C, a fish tank at a temperature of 19°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: All three fish tanks have the same mass but different temperatures. Since the 19°C fish tank is the coldest, it has the least thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which figure of speech is used in this text?
+Zoe's Boutique claims to have ""something for everyone,"" but it is generally understood that their target market is women of a certain age. | Choices: [euphemism, paradox] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Of a certain age is an indirect and generally more polite way of referring to older people."
+"Question: How long is a soccer field? | Choices: [385 inches, 385 feet] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?
+The number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.
+There are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.
+There are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. | Solution: The better estimate for the length of a soccer field is 385 feet.
+385 inches is too short. | Hint: Select the better estimate."
+"Question: Which figure of speech is used in this text?
+Dr. Chapman is unhappy with her new assistant because simple tasks, like fetching coffee, take him years to finish. | Choices: [hyperbole, oxymoron] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+Take him years to finish is an exaggeration, since it probably does not take him entire years to fetch coffee."
+"Question: Which figure of speech is used in this text?
+Ezra and Florence have trouble working on projects together. Although Florence is very sociable and friendly, she's not exactly a team player. | Choices: [euphemism, oxymoron] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Not exactly a team player is an indirect way of saying that someone doesn't work well with others."
+"Question: Select the animal. | Choices: [Giraffes eat plants., Chili peppers have green leaves.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A giraffe is an animal. It eats plants.
+Giraffes have very long necks! They mostly eat leaves that are too high up for other animals to reach.
+A chili pepper is a plant. It has many green leaves.
+Chili peppers give food a spicy flavor."
+"Question: Complete the sentence.
+A crayon melting in the sun is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: A crayon melting in the sun is a change of state. So, it is a physical change. The crayon changes state from solid to liquid. The crayon is still made of wax, even after it melts."
+"Question: What information supports the conclusion that Julian inherited this trait? | Choices: [Julian has freckles on his nose and shoulders., Julian's biological parents have freckles on their noses just as Julian does., Julian and his biological mother have pale skin.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Julian has freckles."
+"Question: Select the vertebrate. | Choices: [golden orb-weaver, trapdoor spider, Pacific octopus, echidna] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: Like other spiders, a golden orb-weaver is an invertebrate. It does not have a backbone. It has an exoskeleton.
+Like other spiders, a trapdoor spider is an invertebrate. It does not have a backbone. It has an exoskeleton.
+An echidna is a mammal. Like other mammals, an echidna is a vertebrate. It has a backbone.
+Like other octopuses, a Pacific octopus is an invertebrate. It does not have a backbone. It has a soft body. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Complete the sentence.
+Firing a clay pot in a hot kiln is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Firing a clay pot in a hot kiln is a chemical change. High temperatures cause the clay to slowly harden. After several hours in the kiln, the clay will have changed into a different type of matter."
+"Question: Complete the statement. Assume that the sled's mass did not change.
+The gravitational potential energy stored between the sled and Earth () as Sidney rode down the hill. | Choices: [decreased, increased, stayed the same] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the sled and the center of Earth changed.
+The bottom of the hill was lower than the point where Sidney started sledding. As Sidney rode toward the bottom of the hill, the distance between the sled and the center of Earth decreased. So, the gravitational potential energy stored between the sled and Earth decreased as Sidney rode down the hill. | Hint: Read the text about an object in motion.
+On a snowy day, Sidney rode her sled down a big hill."
+"Question: Which sentence is more formal? | Choices: [Garza Electronics has a reputation for responding real quick to customer concerns and questions., Garza Electronics has a reputation for responding quickly to all customer concerns and questions.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The second sentence is less formal. You can tell because it uses conversational language (real quick).
+The first sentence uses formal language in place of the conversational language, so it is more formal overall."
+"Question: Which correctly shows the title of a newspaper? | Choices: [""The Red and Black"", ***The Red and Black***] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, or article should be in quotation marks.
+""You Are My Sunshine"" | Solution: A newspaper should be in italics.
+The correct title is **The Red and Black**."
+"Question: Which object has less thermal energy? | Choices: [a bowl of cereal at a temperature of 20°C, a bowl of cereal at a temperature of 15°C] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: The two bowls of cereal have the same mass but different temperatures. Since the 15°C bowl of cereal is colder than the 20°C bowl of cereal, it has less thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Does this passage describe the weather or the climate?
+Where Audrey lives, winter is the rainiest season of the year. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Where Audrey lives, winter is the rainiest season of the year.
+This passage tells you about the usual precipitation where Audrey lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Based on this information, what is Booster's phenotype for the horns trait? | Choices: [having horns, not having horns] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Booster's genotype for the horns gene is hh. Booster's genotype of hh has only h alleles. The h allele is for having horns. So, Booster's phenotype for the horns trait must be having horns.
+To check this answer, consider whether Booster's alleles are dominant or recessive. The allele for having horns (h) is recessive to the allele for not having horns (H). This means H is a dominant allele, and h is a recessive allele.
+Booster's genotype of hh has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Booster's phenotype for the horns trait must be having horns. | Hint: In a group of cows, some individuals have horns and others do not. In this group, the gene for the horns trait has two alleles. The allele for having horns (h) is recessive to the allele for not having horns (H).
+Booster is a cow from this group. Booster has the homozygous genotype hh for the horns gene."
+"Question: Using only these supplies, which question can Betty investigate with an experiment? | Choices: [Does a catapult with a longer arm launch a rubber ball farther than a catapult with a shorter arm?, Does a rubber ball travel farther when launched from a metal catapult or from a wooden catapult?, Does a heavier ball travel farther than a lighter ball when launched from a catapult?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Betty visits a museum about ancient Greece. She notices an exhibit with models of wooden catapults that were used to launch large rocks across battlefields. She wonders what factors affect how far a catapult can launch an object. So, she decides to design an experiment. She has the following supplies available:
+a wooden catapult with a 10-inch-long arm
+a wooden catapult with a five-inch-long arm
+two identical rubber balls"
+"Question: Is the following trait inherited or acquired?
+Raymond plays baseball. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play baseball. Instead, some people learn how to play baseball. Playing the sport takes practice. So, playing baseball is an acquired trait. | Hint: Hint: Playing baseball takes practice."
+"Question: Which tense does the sentence use?
+Akiko teaches Rosanne about customs in Japan. | Choices: [past tense, future tense, present tense] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, teaches. The verb ends in -es and tells you about something that is true or happening now."
+"Question: Which sentence states a fact? | Choices: [The mummy of King Tut was discovered in 1922., King Tut was a weak and unimportant ruler.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
+The flag of the United States has 13 stripes.
+This is a fact. It can be proved by looking at the flag and counting the number of stripes.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+The flag of the United States is easy to draw.
+This is an opinion. People may have different opinions about what makes a flag ""easy"" to draw. | Solution: The first sentence states a fact.
+The mummy of King Tut was discovered in 1922.
+It can be proved by reading a book or an article about King Tut.
+The second sentence states an opinion.
+King Tut was a weak and unimportant ruler.
+Weak and unimportant shows what a person believes, thinks, or feels. Another person might have a different opinion about what kind of ruler King Tut was."
+"Question: What information supports the conclusion that Chad inherited this trait? | Choices: [Chad's parents were born with straight hair. They passed down this trait to Chad., Chad and his father both have short hair.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Chad has straight hair."
+"Question: Complete the sentence so that it uses personification.
+""I can't believe I tripped,"" Nicholas remarked. ""The curb must have ()"". | Choices: [jumped out in front of me, been higher than I thought] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the phrase jumped out in front of me. It describes the curb as if it were a mischievous, unpredictable person."
+"Question: What is the source of the allusion in the sentence below?
+Oliver dropped out of college to travel the world, but a year later, the prodigal son returned home and re-enrolled. | Choices: [British history, the Bible] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion prodigal son is the Bible.
+In a Biblical parable, the prodigal son irresponsibly spends the inheritance given to him by his father. When he returns home, he expects to be shamed, but his father forgives him.
+The allusion prodigal son means a person who behaves recklessly but later makes a repentant return."
+"Question: Which sentence is more formal? | Choices: [The sale, which begins Saturday, will have markdowns on stuff for winter., The sale, which begins Saturday, will feature markdowns on winter jackets, sweaters, and boots.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The second sentence is less formal. You can tell because it uses overly simple or imprecise language (have, stuff).
+The first sentence uses more precise language, so it is more formal overall."
+"Question: Would you find the word mooring on a dictionary page with the following guide words?
+meter - mind | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since mooring is not between the guide words meter - mind, it would not be found on that page."
+"Question: Would you find the word shoulder on a dictionary page with the following guide words?
+somehow - spill | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since shoulder is not between the guide words somehow - spill, it would not be found on that page."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her academic voice?
+Cloning has come a long way since a sheep named Dolly was successfully cloned in 1996. Now it is becoming possible to use cloning for a variety of purposes. For example, cloning technology could be used to grow stem cells from which replacement organs, such as hearts and livers, could be grown. If a person became ill and needed an organ transplant, cloning could provide the answer. With advances in technology, even cloning humans has become a distinct possibility. Scientists, bioethicists, and governments are all exploring this, even though it is clearly unnatural and unethical. | Choices: [by avoiding subjective statements, by avoiding first-person pronouns, by including technical terms] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her academic voice by avoiding subjective statements.
+For example, the writer could cut the underlined text to maintain an objective discussion of human cloning.
+Cloning has come a long way since a sheep named Dolly was successfully cloned in 1996. Now it is becoming possible to use cloning for a variety of purposes. For example, cloning technology could be used to grow stem cells from which replacement organs, such as hearts and livers, could be grown. If a person became ill and needed an organ transplant, cloning could provide the answer. With advances in technology, even cloning humans has become a distinct possibility. Scientists, bioethicists, and governments are all exploring this, even though it is clearly unnatural and unethical."
+"Question: How long is a diving board? | Choices: [8 yards, 8 inches, 8 miles, 8 feet] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a diving board is 8 feet.
+8 inches is too short. 8 yards and 8 miles are too long. | Hint: Select the best estimate."
+"Question: Which word is not like the others? | Choices: [many, several, count, some] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: vocabulary | Skill: Which word is not like the others? | Lecture: Some words are alike. They go together in a group.
+Red, blue, and green go together. They are colors.
+Mom, dad, grandma, and grandpa go together. They are people in a family. | Solution: Some, many, and several go together. They are words for more than one. Count is not a word for more than one, so it is not like the other words."
+"Question: What is the source of the allusion in the sentence below?
+You should pay a visit to Great-Aunt Gertrude, the Solomon of our family. | Choices: [the Bible, Greek history] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Solomon is the Bible.
+In the Bible, Solomon, a king of Israel, is an extremely wise person whom many regard as a prophet.
+The allusion Solomon means a person who gives good advice."
+"Question: Which is a complex sentence? | Choices: [Before Janice boiled water for the spaghetti, she made a sauce with onions, garlic, and tomatoes., On a clear, peaceful morning at Rincon Point, Sally paddled out into the surf.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction before.
+Before Janice boiled water for the spaghetti, she made a sauce with onions, garlic, and tomatoes."
+"Question: Which logical fallacy is used in the text?
+How could Janelle have anything insightful to say about foreign affairs? She grew up on a farm. | Choices: [ad hominem: an attack against the person making the argument, rather than the argument itself, appeal to nature: the assumption that natural things are always good, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Janelle cannot be insightful about foreign affairs because she grew up on a farm. This is a personal attack that isn't relevant to whether she knows about foreign affairs. This illustrates a type of logical fallacy known as ad hominem."
+"Question: Would you find the word at on a dictionary page with the following guide words?
+architect - astound | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since at is not between the guide words architect - astound, it would not be found on that page."
+"Question: Which figure of speech is used in this text?
+The Somerville Grill offers a delicious vegetarian sausage entr̩e served with mashed sweet potatoes and arugula salad. | Choices: [oxymoron, hyperbole] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Vegetarian sausage is a contradiction, because vegetarian food has no meat, and sausages are made with meat."
+"Question: Complete the sentence so that it uses personification.
+""I can't believe I tripped,"" Tanner remarked. ""The curb must have ()"". | Choices: [jumped out in front of me, been higher than I thought] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the phrase jumped out in front of me. It describes the curb as if it were a mischievous, unpredictable person."
+"Question: Select the liquid. | Choices: [garbage can, water in a bathtub, gold bracelet] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Identify solids and liquids | Lecture: Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a shape of its own.
+Some solids can be bent or broken easily. Others are hard to bend or break.
+A glass cup is a solid. A sock is also a solid.
+When matter is a liquid, it takes the shape of its container.
+Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
+Juice is a liquid. Honey is also a liquid. | Solution: nan"
+"Question: Would you find the word sit on a dictionary page with the following guide words?
+shimmer - splinter | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since sit is between the guide words shimmer - splinter, it would be found on that page."
+"Question: Select the action that doesn't belong. | Choices: [chop, carve, slice, measure] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: vocabulary | Skill: Select the words that don't belong | Lecture: nan | Solution: Measure doesn't belong.
+Carve, chop, and slice all name ways to cut something."
+"Question: Based on this information, what is Remy's phenotype for the body size trait? | Choices: [a dwarf body, bb] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Remy's observable version of the body size trait is a dwarf body. So, Remy's phenotype for the body size trait is a dwarf body. | Hint: In a group of rats, some individuals have a normal-sized body and others have a dwarf body. In this group, the gene for the body size trait has two alleles. The allele B is for a normal-sized body, and the allele b is for a dwarf body.
+Remy, a rat from this group, has a dwarf body. Remy has two alleles for a dwarf body."
+"Question: Which logical fallacy is used in the text?
+This overview of world history is the number one seller on the topic. It must be the most accurate and comprehensive book on the subject. | Choices: [bandwagon fallacy: the assumption that the popular choice is automatically correct, false dichotomy: an argument that presents only two choices when more options exist, false causation: the assumption that because two things happened together, one caused the other] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that a best-selling book is the most accurate and comprehensive on its topic. However, this isn't necessarily true. There are other reasons a book could be a best seller besides its accuracy and thoroughness. This illustrates a type of logical fallacy known as the bandwagon fallacy."
+"Question: How long is a basketball court? | Choices: [26 centimeters, 26 meters, 26 kilometers, 26 millimeters] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a basketball court is 26 meters.
+26 millimeters and 26 centimeters are too short. 26 kilometers is too long. | Hint: Select the best estimate."
+"Question: Is the following trait inherited or acquired?
+Elena has five toes on each foot. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Most humans are born with five toes on each foot. So, having five toes is an inherited trait."
+"Question: What kind of sentence is this?
+Why are Chase and Haley arguing? | Choices: [interrogative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: Which is the scratchiest? | Choices: [sandpaper, rubber balloons, ceramic tea cup] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Scratchy is a property. A scratchy material is rough and itchy against your skin.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the sandpaper is the scratchiest. If you touch a piece of sandpaper, it will feel rough and itchy."
+"Question: Compare the motion of three speedboats. Which speedboat was moving at the lowest speed? | Choices: [a speedboat that moved 310kilometers west in 5hours, a speedboat that moved 380kilometers east in 5hours, a speedboat that moved 415kilometers west in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each speedboat moved and the time it took to move that distance. The direction each speedboat moved does not affect its speed.
+Notice that each speedboat moved for 5 hours. The speedboat that moved 310 kilometers moved the shortest distance in that time. So, that speedboat must have moved at the lowest speed."
+"Question: Is the following trait inherited or acquired?
+Keith has five fingers on each hand. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Most humans are born with five fingers on each hand. So, having five fingers is an inherited trait."
+"Question: Which ping pong ball has less thermal energy? | Choices: [the hotter ping pong ball, the colder ping pong ball] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 1-kilogram brick at 70°F has half as much thermal energy as a 2-kilogram brick at 70°F. The two bricks have the same temperature, but the smaller brick has half as many atoms. So, it has half as much thermal energy. | Solution: The two ping pong balls are made of the same material and have the same mass. So, the colder ping pong ball has less thermal energy. | Hint: Two ping pong balls are identical except for their temperatures."
+"Question: What is the source of the allusion in the sentence below?
+Krysta was known among her coworkers for her spartan ways. | Choices: [the Bible, Greek history] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion spartan is Greek history.
+Soldiers from the city of Sparta in ancient Greece were known for their self-restraint, self-discipline, and indifference to luxury.
+The allusion spartan means simple and austere."
+"Question: What kind of sentence is this?
+Do you know Santiago from soccer camp, or do you have another connection with him? | Choices: [imperative, interrogative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: Which logical fallacy is used in the text?
+None of my grandparents know how to connect a printer to their computers. Why are older adults so bad with technology? | Choices: [appeal to nature: the assumption that natural things are always good, circular reasoning: an argument that supports a claim with the claim itself, hasty generalization: a broad claim based on too few observations] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that all older adults are bad with technology because the speaker's grandparents are. However, just because a few older adults are bad with technology, it doesn't mean that all older adults are. This illustrates a type of logical fallacy known as a hasty generalization."
+"Question: Is the following trait inherited or acquired?
+Ben plays baseball. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play baseball. Instead, some people learn how to play baseball. Playing the sport takes practice. So, playing baseball is an acquired trait. | Hint: Hint: Playing baseball takes practice."
+"Question: Which word would you find on a dictionary page with the following guide words?
+divide - draw | Choices: [doe, decorate] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since doe is between the guide words divide - draw, it would be found on that page."
+"Question: Which word would you find on a dictionary page with the following guide words?
+weary - win | Choices: [wonder, whale] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since whale is between the guide words weary - win, it would be found on that page."
+"Question: Select the vertebrate. | Choices: [squirrel, saturn butterfly] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have a hard outer cover on their body. Other invertebrates have a soft body. | Solution: A saturn butterfly is an insect. Like other insects, a saturn butterfly is an invertebrate. It does not have a backbone. It has a hard outer cover.
+A squirrel is a mammal. Like other mammals, a squirrel is a vertebrate. It has a backbone. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Using only these supplies, which question can Rosanne investigate with an experiment? | Choices: [Does the basketball bounce higher on a lawn or on a dirt path?, Does the basketball bounce higher on gravel or on grass?, Do larger basketballs bounce higher than smaller basketballs on a brick patio?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Rosanne gets a basketball for her birthday and dribbles it around her neighborhood. She notices that sometimes the ball bounces higher than other times. She wonders what factors affect how high her ball bounces. So, she decides to design an experiment. She has the following supplies available:
+one basketball
+access to a brick patio
+access to a grassy lawn
+access to a gravel driveway
+a meterstick"
+"Question: What information supports the conclusion that Jeremiah acquired this trait? | Choices: [Jeremiah learned biology by reading, observing, and experimenting., Jeremiah is most interested in human biology.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Jeremiah knows a lot about biology."
+"Question: Would you find the word rig on a dictionary page with the following guide words?
+rag - result | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since rig is not between the guide words rag - result, it would not be found on that page."
+"Question: What is the text's most likely purpose? | Choices: [to persuade, to entertain, to inform] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: writing-strategies | Skill: Identify the purpose of a text | Lecture: Authors write texts for different purposes, or reasons. Common purposes for writing are to persuade, to inform, or to entertain readers.
+Authors persuade by convincing readers to believe or do something.
+An advertisement tries to convince readers to buy a product.
+A political poster tries to convince readers to vote for someone.
+Authors inform by telling readers about a topic or process.
+A news article explains something that happened.
+A recipe describes how to cook a dish.
+Authors entertain by giving readers something to enjoy.
+A joke tries to make readers laugh.
+A poem tries to please readers. | Solution: The text is a part of a story. Its purpose is to entertain. | Hint: Read the text below.
+The men looked over the edge of the cliff. ""How in the world are we going to get down there?"" one asked."
+"Question: What is the mass of a dinner fork? | Choices: [70 grams, 70 kilograms] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a dinner fork is 70 grams.
+70 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Molly looks almost identical to her twin sister Julia, but she has pierced ears., Molly has pierced ears, but otherwise she looks almost identical to her twin sister Julia.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun she could refer to Molly or Julia.
+Molly looks almost identical to her twin sister Julia, but she has pierced ears.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Molly has pierced ears, but otherwise she looks almost identical to her twin sister Julia."
+"Question: Which body part pulls on bones to move the body? | Choices: [muscles, heart, stomach] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Body parts and their functions | Lecture: nan | Solution: nan"
+"Question: What is the temperature of a cool glass of milk? | Choices: [55°C, 55°F] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: units-and-measurement | Skill: Estimate temperatures | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
+212°F | Water boils | 100°C
+98.6°F | Body temperature | 37°C
+68°F | Room temperature | 20°C
+32°F | Water freezes | 0°C
+ | Solution: The better estimate for the temperature of a cool glass of milk is 55°F.
+55°C is too hot. | Hint: Select the better estimate."
+"Question: Select the one substance that is not a mineral. | Choices: [Halite is not made by living things. It is a solid., A computer processor is made in a factory. It is not a pure substance., Potassium feldspar is a solid. It is a pure substance.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+A computer processor is made in a factory. But all minerals are formed in nature.
+A computer processor is not a pure substance. But all minerals are pure substances.
+So, a computer processor is not a mineral.
+Halite is a mineral.
+Potassium feldspar is a mineral."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Mrs. Hunt was overjoyed when she saw her granddaughter for the first time in two years., When Mrs. Hunt saw her granddaughter for the first time in two years, she was overjoyed.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun she could refer to Mrs. Hunt or her granddaughter.
+When Mrs. Hunt saw her granddaughter for the first time in two years, she was overjoyed.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Mrs. Hunt was overjoyed when she saw her granddaughter for the first time in two years."
+"Question: How long is a sunflower seed? | Choices: [14 meters, 14 centimeters, 14 millimeters] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a sunflower seed is 14 millimeters.
+14 centimeters and 14 meters are both too long. | Hint: Select the best estimate."
+"Question: Is a ball a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a ball is a good or a service, ask these questions:
+Is a ball something you can touch? Yes.
+Is a ball a job you might pay someone else to do? No.
+So, a ball is a good."
+"Question: Which is the scratchiest? | Choices: [burlap sack, nylon swim shorts, wax seal] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Scratchy is a property. A scratchy material is rough and itchy against your skin.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the burlap sack is the scratchiest. If you touch burlap, it will feel rough and itchy."
+"Question: Select the plant. | Choices: [Salmon swim in the water., Daffodils have a green stem.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A salmon is an animal. It swims in the water.
+Unlike most other fish, salmon can live in both freshwater and seawater.
+A daffodil is a plant. It has a green stem.
+Most daffodil plants grow a single flower."
+"Question: Which wax candle has a higher temperature? | Choices: [the wax candle with less thermal energy, the wax candle with more thermal energy] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two wax candles are made of the same material and have the same mass. So, the wax candle with more thermal energy has a higher temperature. | Hint: Two 18-gram wax candles are identical except for their thermal energies."
+"Question: Which of the following parts does an animal cell have? | Choices: [chloroplasts, cell membrane, cell wall] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Compare plant and animal cells | Lecture: Plant and animal cells have many parts in common, but not all. This table shows some of their similarities and differences.
+Cell part | Plant cell | Animal cell
+cell wall | yes | no
+cell membrane | yes | yes
+cytoplasm | yes | yes
+mitochondria | yes | yes
+vacuole | yes | yes
+chloroplasts | yes | no
+nucleus | yes | yes
+chromosomes | yes | yes
+Think about how plant and animal cells are different:
+Plant cells have a cell wall, but animal cells do not. The cell wall helps plant cells keep a fixed shape. Most animal cells do not have a fixed shape.
+Plant cells have chloroplasts, but animal cells do not. Chloroplasts make sugar that plants cells can use as food. Animal cells cannot make their own food.
+ | Solution: nan"
+"Question: Complete the sentence so that it uses personification.
+Over millions of years, the glacier () the rock to yield, and a canyon was formed. | Choices: [persuaded, caused] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word persuaded. It describes the glacier as if it were a person who convinces others."
+"Question: What is the source of the allusion in the sentence below?
+Gavin's research on nineteenth-century philosophers led him down the rabbit hole. | Choices: [literature, the Bible] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion down the rabbit hole is literature.
+Lewis Carroll's Alice's Adventures in Wonderland tells the story of a young girl who follows a white rabbit down a rabbit hole and finds herself in a series of adventures in a surreal world.
+The allusion down the rabbit hole means on a strange or difficult exploration."
+"Question: Based on this information, what is this fruit fly's genotype for the eye color gene? | Choices: [ee, brown eyes] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. The fruit fly has two alleles for brown eyes (e). So, the fly's genotype for the eye color gene is ee. | Hint: In a group of fruit flies, some individuals have red eyes and others have brown eyes. In this group, the gene for the eye color trait has two alleles. The allele E is for red eyes, and the allele e is for brown eyes.
+A certain fruit fly from this group has brown eyes. This fly has two alleles for brown eyes."
+"Question: Answer the riddle.
+I live on a farm.
+I may be black and white.
+You can get milk from me.
+What am I? | Choices: [a cow, a turtle] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: vocabulary | Skill: What am I? | Lecture: nan | Solution: A cow lives on a farm.
+A cow may be black and white.
+You can get milk from a cow."
+"Question: How long is a rowboat? | Choices: [3 centimeters, 3 kilometers, 3 meters, 3 millimeters] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a rowboat is 3 meters.
+3 millimeters and 3 centimeters are too short. 3 kilometers is too long. | Hint: Select the best estimate."
+"Question: Based on this information, what is this catfish's phenotype for the body color trait? | Choices: [a white body, a brown body] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: The Channel catfish's genotype for the body color gene is bb. The Channel catfish's genotype of bb has only b alleles. The b allele is for a white body. So, the Channel catfish's phenotype for the body color trait must be a white body.
+To check this answer, consider whether the Channel catfish's alleles are dominant or recessive. The allele for a brown body (B) is dominant over the allele for a white body (b). This means B is a dominant allele, and b is a recessive allele.
+The Channel catfish's genotype of bb has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the Channel catfish's phenotype for the body color trait must be a white body. | Hint: In a group of Channel catfish, some individuals have a brown body and others have a white body. In this group, the gene for the body color trait has two alleles. The allele for a brown body (B) is dominant over the allele for a white body (b).
+A certain Channel catfish from this group has the homozygous genotype bb for the body color gene."
+"Question: Is cutting hair a good or a service? | Choices: [a service, a good] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether cutting hair is a good or a service, ask these questions:
+Is cutting hair something you can touch? No.
+Is cutting hair a job you might pay someone else to do? Yes.
+So, cutting hair is a service."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [In the directions for assembling the bookshelves, Step 8 says to tighten the screws with an Allen wrench., In the directions for assembling the bookshelves, it says to tighten the screws with an Allen wrench.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.
+The second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with Step 8.
+In the directions for assembling the bookshelves, Step 8 says to tighten the screws with an Allen wrench."
+"Question: Compare the motion of two buses. Which bus was moving at a higher speed? | Choices: [a bus that moved 450kilometers in 10hours, a bus that moved 550kilometers in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each bus moved and the time it took to move that distance.
+One bus moved 550 kilometers in 10 hours.
+The other bus moved 450 kilometers in 10 hours.
+Notice that each bus spent the same amount of time moving. The bus that moved 550 kilometers moved a farther distance in that time. So, that bus must have moved at a higher speed."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Peter gave a beautifully bound copy of his favorite book, One Hundred Years of Solitude, to Jake., Peter gave Jake a beautifully bound copy of One Hundred Years of Solitude, which is his favorite book.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun his could refer to Peter or Jake.
+Peter gave Jake a beautifully bound copy of One Hundred Years of Solitude, which is his favorite book.
+The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Peter gave a beautifully bound copy of his favorite book, One Hundred Years of Solitude, to Jake."
+"Question: Complete the sentence.
+Melting wax is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Melting wax is a change of state. So, it is a physical change. The wax changes from solid to liquid. But it is still made of the same type of matter."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Mark sent them the transcript from his old college, but he still wasn't granted an exemption from English 101., Mark sent the registrar's office the transcript from his old college, but he still wasn't granted an exemption from English 101.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun them is used without its antecedent.
+The first answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the registrar's office.
+Mark sent the registrar's office the transcript from his old college, but he still wasn't granted an exemption from English 101."
+"Question: What do these two changes have in common?
+peeling a banana
+getting a haircut | Choices: [Both are chemical changes., Both are only physical changes., Both are caused by cooling., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Peeling a banana is a physical change. The peel is not covering the rest of the fruit anymore. But both the peel and the banana are still made of the same type of matter as before.
+Getting a haircut is a physical change. Your hair is shorter after a haircut. But it is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What information supports the conclusion that Charlie acquired this trait? | Choices: [Charlie has three jump ropes, each made of a different material., Charlie won a competition at his school with his jump rope tricks., Charlie's sister taught him how to do tricks with a jump rope.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Charlie knows how to do tricks with a jump rope."
+"Question: What do these two changes have in common?
+plants making food from sunlight, air, and water
+a piece of pizza rotting in a trashcan | Choices: [Both are chemical changes., Both are caused by heating., Both are caused by cooling., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Plants making food is a chemical change. Plants use energy from sunlight to change air and water into food. The food is sugar. Sugar is a different type of matter than air or water.
+A piece of pizza rotting is a chemical change. The matter in the pizza breaks down and slowly turns into a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which figure of speech is used in this text?
+After Becky cooked and served a scrumptious dinner, Dad boasted that she is the Julia Child of our family. | Choices: [simile, allusion] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+Julia Child alludes to the famous chef who is known for popularizing French cuisine in the United States."
+"Question: How long is a rowboat? | Choices: [4 centimeters, 4 kilometers, 4 millimeters, 4 meters] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a rowboat is 4 meters.
+4 millimeters and 4 centimeters are too short. 4 kilometers is too long. | Hint: Select the best estimate."
+"Question: Suppose Toby decides to see the eagles. Which result would be a cost? | Choices: [Toby will spend more time walking to the eagles. They are on the other side of the zoo, but the baboons are close by., Toby will enjoy seeing the eagles more than he would have enjoyed seeing the baboons.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Toby wants or needs:
+Toby will spend more time walking to the eagles. They are on the other side of the zoo, but the baboons are close by. | Hint: Toby is deciding whether to see the eagles or the baboons at the zoo. He wants to see lots of animals, but the zoo is closing soon."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Tommy and his best friend go to the same college, but he is graduating this coming June., Tommy and his best friend go to the same college, but Tommy is graduating this coming June.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun he could refer to Tommy or his best friend.
+The first answer choice shows a possible correction for the vague pronoun reference. He has been replaced with Tommy.
+Tommy and his best friend go to the same college, but Tommy is graduating this coming June."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [""This morning, the newspaper said that Bella Holland won the mayoral election in Westminster,"" Tim remarked to his sister., ""This morning, it said that Bella Holland won the mayoral election in Westminster,"" Tim remarked to his sister.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.
+The first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the newspaper.
+""This morning, the newspaper said that Bella Holland won the mayoral election in Westminster,"" Tim remarked to his sister."
+"Question: Which figure of speech is used in this text?
+In May 2014, when wildfires threatened parts of San Diego County in California, firefighters worked around the clock in an effort to control the blaze. | Choices: [idiom, verbal irony] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+Around the clock means all day and night without stopping."
+"Question: What information supports the conclusion that Nicholas acquired this trait? | Choices: [Nicholas learned how to build a fire at summer camp., Nicholas can cook food over a fire.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Nicholas knows how to build a fire."
+"Question: Which is a compound sentence? | Choices: [In 1900, the U.S. state with the largest population was New York., First, Dean planted the geraniums in a clay pot, and then he placed the pot on a sunny windowsill in his kitchen.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction and.
+First, Dean planted the geraniums in a clay pot, and then he placed the pot on a sunny windowsill in his kitchen."
+"Question: Is the following trait inherited or acquired?
+Gabriel has naturally curly hair. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Some humans are born with naturally curly hair. Others are born with naturally straight hair. Curly and straight are examples of hair texture.
+Some people decide to change how their hair looks. But this doesn't affect the natural texture of their hair. So, having naturally curly hair is an inherited trait."
+"Question: What information supports the conclusion that Grace inherited this trait? | Choices: [Grace and her mother both have short hair., Grace's parents were born with wavy hair. They passed down this trait to Grace.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Grace has wavy hair."
+"Question: Select the one substance that is not a mineral. | Choices: [Celestine is a solid. It is formed in nature., A sunflower seed is not a pure substance. It is a solid., Pyrite is a solid. It is not made by living things.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+A sunflower seed is not a pure substance. But all minerals are pure substances.
+So, a sunflower seed is not a mineral.
+Pyrite is a mineral.
+Celestine is a mineral."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [The GPS said to turn left at the fork and then continue straight for three miles., It said to turn left at the fork and then continue straight for three miles.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.
+The second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the GPS.
+The GPS said to turn left at the fork and then continue straight for three miles."
+"Question: What is the volume of a bowl of soup? | Choices: [9 fluid ounces, 9 gallons, 9 cups] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a bowl of soup is 9 fluid ounces.
+9 cups and 9 gallons are both too much. | Hint: Select the best estimate."
+"Question: Complete the sentence.
+Mixing glue and laundry powder to create putty is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Mixing glue and laundry powder to create putty is a chemical change. The putty is a different type of matter that was not there before the change."
+"Question: How long does it take to slide down a slide? | Choices: [4 hours, 4 seconds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to slide down a slide is 4 seconds.
+4 hours is too slow. | Hint: Select the better estimate."
+"Question: Which figure of speech is used in this text?
+Vicky asked her mother if she could adopt a cat, and her mother replied, ""It's a definite maybe,"" so Vicky didn't want to get her hopes up. | Choices: [hyperbole, oxymoron] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Definite maybe is a contradiction, because definite describes something that is sure, and maybe refers to something that is unsure."
+"Question: Does this passage describe the weather or the climate?
+It has not rained in over a week at Ernest's house. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+It has not rained in over a week at Ernest's house.
+This passage tells you about the precipitation last week at Ernest's house. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: What information supports the conclusion that Mabel acquired this trait? | Choices: [Mabel's sister has a bruise from falling on her elbow., Mabel's scar was caused by an accident. She cut her arm when she fell off her bicycle., Mabel's scar is on her right elbow. Her father also has a scar on his right elbow.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Mabel has a scar on her right elbow."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Dr. novak,, Dear Dr. Novak,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Dr. Novak is capitalized because it is a proper noun."
+"Question: Which sentence states a fact? | Choices: [Volcanoes are openings in the Earth's rocky crust., Science classes spend too much time covering volcanoes.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The first sentence states a fact.
+Volcanoes are openings in the Earth's rocky crust.
+It can be proved by reading a book about volcanoes.
+The second sentence states an opinion.
+Science classes spend too much time covering volcanoes.
+Too much time shows what a person believes, thinks, or feels. Another person might have a different opinion about how much time is too much."
+"Question: Select the vertebrate. | Choices: [cat, bess beetle] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have a hard outer cover on their body. Other invertebrates have a soft body. | Solution: A bess beetle is an insect. Like other insects, a bess beetle is an invertebrate. It does not have a backbone. It has a hard outer cover.
+A cat is a mammal. Like other mammals, a cat is a vertebrate. It has a backbone. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Which figure of speech is used in this text?
+Elderly American ladies leaning on their canes listed toward me like towers of Pisa.
+—Vladimir Nabokov, Lolita | Choices: [pun, simile] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text includes a simile, using like or as to compare two things that are not actually alike.
+Like towers of Pisa compares elderly ladies to the Leaning Tower of Pisa."
+"Question: Which closing is correct for a letter? | Choices: [thank you,
+Sue, Thank you,
+Sue] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which logical fallacy is used in the text?
+Tara never lies. She told me herself, so it must be true. | Choices: [straw man: a misrepresentation of an opponent's position that makes it easier to argue against, circular reasoning: an argument that supports a claim with the claim itself] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Tara is telling the truth because she says she never lies. However, the ""evidence"" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning."
+"Question: What is the source of the allusion in the sentence below?
+From the look on her face, Belle is carrying an albatross around her neck. | Choices: [Egyptian history, a poem] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion an albatross around her neck is a poem.
+In Samuel Taylor Coleridge's poem ""The Rime of the Ancient Mariner,"" a sailor shoots and kills an albatross, an action that curses the ship and crew. As his crew members die, the Ancient Mariner feels his guilt hanging like the albatross around his neck.
+The allusion an albatross around her neck means a burden a person must bear."
+"Question: Which is a run-on sentence? | Choices: [Mr. Molina will teach a math lesson the children will take notes., An empty silver bucket.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Mr. Molina will teach a math lesson the children will take notes is a run-on sentence. It has two sentences that are joined without end punctuation: Mr. Molina will teach a math lesson and The children will take notes."
+"Question: What is the source of the allusion in the sentence below?
+""Darren's personality is very Jekyll and Hyde,"" Emilia told her brother. | Choices: [a song, literature] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Jekyll and Hyde is literature.
+Robert Louis Stevenson's popular Victorian novella Dr. Jekyll and Mr. Hyde tells the story of a man with two distinct personalities. Known to the world as a kind and highly respected doctor, at night he transforms into a monstrous person.
+The allusion Jekyll and Hyde means kind then cruel."
+"Question: Which text uses the word factoid in its traditional sense? | Choices: [As a geneticist, Maria enjoys watching science documentaries and sharing various factoids she's learned with her colleagues., As a geneticist, Maria dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses factoid in its traditional sense: something made up presented as a true fact.
+As a geneticist, Maria dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.
+The second text uses factoid in its nontraditional sense: a trivial but true fact.
+As a geneticist, Maria enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.
+Most style guides recommend to use the traditional sense of the word factoid because it is considered more standard."
+"Question: Based on this information, what is Stacy's phenotype for the sickle-cell disease trait? | Choices: [not having sickle-cell disease, having sickle-cell disease] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Stacy's genotype for the sickle-cell disease gene is aa. Stacy's genotype of aa has only a alleles. The a allele is for having sickle-cell disease. So, Stacy's phenotype for the sickle-cell disease trait must be having sickle-cell disease.
+To check this answer, consider whether Stacy's alleles are dominant or recessive. The allele for not having sickle-cell disease (A) is dominant over the allele for having sickle-cell disease (a). This means A is a dominant allele, and a is a recessive allele.
+Stacy's genotype of aa has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Stacy's phenotype for the sickle-cell disease trait must be having sickle-cell disease. | Hint: This passage describes the sickle-cell disease trait in humans:
+
+In a group of humans, some individuals have sickle-cell disease and others do not. In this group, the gene for the sickle-cell disease trait has two alleles. The allele for not having sickle-cell disease (A) is dominant over the allele for having sickle-cell disease (a).
+Stacy is a human from this group. Stacy has the homozygous genotype aa for the sickle-cell disease gene."
+"Question: What kind of sentence is this?
+Please stand up when you hear your name. | Choices: [imperative, interrogative] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence makes a request, so it is an imperative sentence. Here, it ends with a period."
+"Question: Which empty mug has more thermal energy? | Choices: [the colder empty mug, the hotter empty mug] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two empty mugs are made of the same material and have the same mass. So, the hotter empty mug has more thermal energy. | Hint: Two empty mugs are identical except for their temperatures."
+"Question: What is the volume of a kiddie pool? | Choices: [285 fluid ounces, 285 gallons, 285 cups] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a kiddie pool is 285 gallons.
+285 fluid ounces and 285 cups are both too little. | Hint: Select the best estimate."
+"Question: Is the following statement true or false?
+The cell membrane is the outermost layer in a plant cell. | Choices: [false, true] | Task: true-or false | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Cell part functions: true or false | Lecture: nan | Solution: The cell membrane is the outermost layer in a plant cell.
+This statement is false. A plant cell has a cell wall. The cell wall is outside the cell membrane."
+"Question: Which is a compound sentence? | Choices: [Earthworms can be food for birds, and fishermen can use them as bait., Every winter my father grows a thick beard.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction and.
+Earthworms can be food for birds, and fishermen can use them as bait."
+"Question: Based on this information, what is Fang's phenotype for the coat pattern trait? | Choices: [a spotted coat, a black coat] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Fang's genotype for the coat pattern gene is aa. Fang's genotype of aa has only a alleles. The a allele is for a spotted coat. So, Fang's phenotype for the coat pattern trait must be a spotted coat.
+To check this answer, consider whether Fang's alleles are dominant or recessive. The allele for a black coat (A) is dominant over the allele for a spotted coat (a). This means A is a dominant allele, and a is a recessive allele.
+Fang's genotype of aa has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Fang's phenotype for the coat pattern trait must be a spotted coat. | Hint: In a group of jaguars, some individuals have a black coat and others have a spotted coat. In this group, the gene for the coat pattern trait has two alleles. The allele for a black coat (A) is dominant over the allele for a spotted coat (a).
+Fang is a jaguar from this group. Fang has the homozygous genotype aa for the coat pattern gene."
+"Question: What do these two changes have in common?
+mixing sand and water
+picking up a paper clip with a magnet | Choices: [Both are caused by cooling., Both are caused by heating., Both are chemical changes., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Mixing sand and water is a physical change. Adding water makes the sand wet. But both the sand and water are still made of the same type of matter as before.
+Picking up a paper clip with a magnet is a physical change. The paper clip sticks to the magnet, but it is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: How long is a hummingbird's beak? | Choices: [3 centimeters, 3 kilometers, 3 millimeters, 3 meters] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a hummingbird's beak is 3 centimeters.
+3 millimeters is too short. 3 meters and 3 kilometers are too long. | Hint: Select the best estimate."
+"Question: Which person is part of state government? | Choices: [a governor, a president, a mayor] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: civics | Skill: State government | Lecture: nan | Solution: A governor is the leader of a state. A mayor is the leader of a city. A president is the leader of a nation."
+"Question: Which tense does the sentence use?
+The birds soared high above the street. | Choices: [future tense, present tense, past tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, soared. The verb ends in -ed and tells you about something that has already happened."
+"Question: What information supports the conclusion that Judith acquired this trait? | Choices: [Judith learned how to make chili from a recipe book., When Judith was young, her grandmother taught her how to cut chili peppers., Judith's friends like to make chili with her.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Judith knows how to make chili."
+"Question: Is the following trait inherited or acquired?
+Jen plays hockey. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play hockey. Instead, some people learn how to play hockey. Playing the sport takes practice. So, playing hockey is an acquired trait. | Hint: Hint: Playing hockey takes practice."
+"Question: Which logical fallacy is used in the text?
+I get my drinking water from a well in my backyard. I don't trust tap water, because it has been treated with chemicals. | Choices: [appeal to nature: the assumption that natural things are always good, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, straw man: a misrepresentation of an opponent's position that makes it easier to argue against] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that tap water isn't safe because it has been chemically treated. However, something isn't necessarily more dangerous just because it has been chemically treated. This illustrates a type of logical fallacy known as an appeal to nature."
+"Question: Which sentence states a fact? | Choices: [The Maori people of New Zealand have the most fascinating culture., The Maori people are the native people of New Zealand.] | Task: closed choice | Subject: social science | Grade: grade8 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved true by research or observation.
+George Washington became president of the United States in 1789.
+This statement is a fact. It can be proved by researching what year George Washington was inaugurated president.
+An opinion is something that a person believes, thinks, or feels. An opinion can be supported by evidence, but it cannot be proved true.
+George Washington was a better president than Thomas Jefferson.
+This statement is an opinion. People can have different ideas about what makes someone a ""better"" president, so the statement cannot be proved. | Solution: The first sentence states a fact.
+The Maori people are the native people of New Zealand.
+It can be proved by reading about New Zealand.
+The second sentence states an opinion.
+The Maori people of New Zealand have the most fascinating culture.
+Most fascinating shows what a person believes, thinks, or feels. Another person might have a different opinion about what culture is the most fascinating."
+"Question: Complete the sentence.
+Mixing lettuce and salad dressing is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Mixing lettuce and salad dressing is a physical change. Together, the salad and dressing make a mixture. But making this mixture does not form a different type of matter."
+"Question: How long is a basketball court? | Choices: [24 kilometers, 24 meters, 24 millimeters, 24 centimeters] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a basketball court is 24 meters.
+24 millimeters and 24 centimeters are too short. 24 kilometers is too long. | Hint: Select the best estimate."
+"Question: Which sentence states a fact? | Choices: [Hurricane Rita was the worst storm in history., Hurricanes are tropical storms with strong winds and heavy rains.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The second sentence states a fact.
+Hurricanes are tropical storms with strong winds and heavy rains.
+It can be proved by looking up hurricane in the dictionary.
+The first sentence states an opinion.
+Hurricane Rita was the worst storm in history.
+Worst shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes one storm worse than others."
+"Question: Compare the motion of two buses. Which bus was moving at a higher speed? | Choices: [a bus that moved 265kilometers in 5hours, a bus that moved 210kilometers in 5hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each bus moved and the time it took to move that distance.
+One bus moved 265 kilometers in 5 hours.
+The other bus moved 210 kilometers in 5 hours.
+Notice that each bus spent the same amount of time moving. The bus that moved 265 kilometers moved a farther distance in that time. So, that bus must have moved at a higher speed."
+"Question: Suppose Evan decides to join the Photography Club. Which result would be a cost? | Choices: [Evan will have more fun in the Photography Club than he would have had in the Theater Club., Evan will spend more time in the Photography Club than he would have spent in the Theater Club.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Evan wants or needs:
+Evan will spend more time in the Photography Club than he would have spent in the Theater Club. | Hint: Evan is deciding whether to join the Photography Club or the Theater Club at school. He wants the club he joins to be fun. But he doesn't want it to take up too much time."
+"Question: Last year, there were seven men's clothing stores on Main Street in Belmont. This year, there are only three. What probably happened to the overall supply of men's shirts in Belmont? | Choices: [The supply probably went up., The supply probably went down.] | Task: closed choice | Subject: social science | Grade: grade6 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down."
+"Question: According to Newton's third law, what other force must be happening? | Choices: [The door is pushing on Shivani's hand., The door is pulling on Shivani's hand.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Predict forces using Newton's third law | Lecture: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
+For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Solution: Shivani's hand is pushing on the door. So, Newton's third law tells you that the door is pushing on Shivani's hand. | Hint: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
+Consider the following force:
+Shivani's hand is pushing on a door."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Mr. pratt,, Dear Mr. Pratt,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Mr. Pratt is capitalized because it is a proper noun."
+"Question: Based on this information, what is Henrietta's phenotype for the body feather color trait? | Choices: [green body feathers, Bb] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Henrietta's observable version of the body feather color trait is green body feathers. So, Henrietta's phenotype for the body feather color trait is green body feathers. | Hint: In a group of budgerigar parakeets, some individuals have green body feathers and others have blue body feathers. In this group, the gene for the body feather color trait has two alleles. The allele B is for green body feathers, and the allele b is for blue body feathers.
+Henrietta, a budgerigar parakeet from this group, has green body feathers. Henrietta has one allele for green body feathers and one allele for blue body feathers."
+"Question: Which logical fallacy is used in the text?
+The French family I stayed with over the summer had read all the British romantic poets. It's amazing how cosmopolitan and well educated French people are. | Choices: [slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, hasty generalization: a broad claim based on too few observations, circular reasoning: an argument that supports a claim with the claim itself] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that one well-read French family is evidence that all French people are well educated. However, the reading habits of one French family do not necessarily reflect the reading habits of all French people. This illustrates a type of logical fallacy known as a hasty generalization."
+"Question: Which is a simple sentence? | Choices: [On the ferry to Ellis Island, Katy took a photograph, and now it's sitting in a frame on her dresser at home., The forecast for tomorrow calls for strong winds and light rain.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the simple sentence. It is a single independent clause.
+The forecast for tomorrow calls for strong winds and light rain."
+"Question: Does this passage describe the weather or the climate?
+Arianna put on an extra pair of socks this morning because it was so cold. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Arianna put on an extra pair of socks this morning because it was so cold.
+This passage tells you about the temperature this morning where Arianna lives. It describes the atmosphere at a certain place and time. So, this passage describes the weather."
+"Question: Which correctly shows the title of a song? | Choices: [If You're Happy and You Know It, ""If You're Happy and You Know It""] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A song should be in quotation marks.
+The correct title is ""If You're Happy and You Know It."""
+"Question: Is the following trait inherited or acquired?
+Jenny has a scar on her right leg. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: Would you find the word appoint on a dictionary page with the following guide words?
+anxious - ask | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since appoint is between the guide words anxious - ask, it would be found on that page."
+"Question: What is the volume of a coffee pot? | Choices: [11 gallons, 11 fluid ounces, 11 cups] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a coffee pot is 11 cups.
+11 fluid ounces is too little and 11 gallons is too much. | Hint: Select the best estimate."
+"Question: Select the bird. | Choices: [brown pelican, spotted dolphin, zebra, great white shark] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Birds have feathers, two wings, and a beak. | Solution: A brown pelican is a bird. It has feathers, two wings, and a beak.
+Brown pelicans live near water. They can dive underwater to catch fish.
+A spotted dolphin is a mammal. It has hair and feeds its young milk.
+Dolphins may look like sharks or other fish, but they are mammals! When a baby dolphin is born, it has hair around its jaw. This hair falls out as the dolphin grows.
+A great white shark is a fish. It lives underwater. It has fins, not limbs.
+Great white sharks can live for up to 70 years.
+A zebra is a mammal. It has hair and feeds its young milk.
+Zebras eat mostly grass. But they sometimes eat other types of plants, such as shrubs or tree bark."
+"Question: Select the one true statement. | Choices: [The cell membrane of an animal cell contains the master plan for cell activities and cell development., The cytoplasm of a plant cell is inside the cell membrane., Animal cells can have lysosomes but do not have vacuoles.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Compare cells and cell parts | Lecture: nan | Solution: nan"
+"Question: Read the following text from a student essay. How can the writer best improve his or her organization?
+In the 1800s, egrets were hunted in the United States for their long white plumes (feathers). As a result, the birds were nearly wiped out completely. Thankfully, conservation measures were put in place, and the birds were protected. In fact, in recent years, egrets have expanded their range northward, moving beyond their original habitat in the American South. The egret is a large white bird that lives near marshes, lakes, ponds, and other wetland areas. | Choices: [by providing the description of egrets when they are first introduced, by removing the sentence about the egrets' expanded range] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: When you review a fellow student's writing, try to make your feedback clear and specific. You can use questions such as the following to guide your feedback:
+Ideas and development: Does the writer express a clear main idea and develop it with evidence, examples, and analysis?
+Organization: Does the writer order ideas in a clear, logical way so that the ideas build on one another and are easy to follow?
+Sentence fluency: Do the writer's sentences vary in structure and length, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely, avoiding excessive repetition or inappropriate language to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer use accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her organization by providing the description of egrets when they are first introduced.
+For example, the writer could move the underlined text to the beginning of the paragraph.
+In the 1800 s, egrets were hunted in the United States for their long white plumes (feathers). As a result, the birds were nearly wiped out completely. Thankfully, conservation measures were put in place, and the birds were protected. In fact, in recent years, egrets have expanded their range northward, moving beyond their original habitat in the American South. The egret is a large white bird that lives near marshes, lakes, ponds, and other wetland areas."
+"Question: Select the mammal. | Choices: [Banggai cardinalfish, green moray eel, rabbit, arroyo toad] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Mammals have hair or fur and feed their young milk. | Solution: A green moray eel is a fish. It lives underwater. It has fins, not limbs.
+Eels are long and thin. They may have small fins. They look like snakes, but they are fish!
+An arroyo toad is an amphibian. It has moist skin and begins its life in water.
+Toads do not have teeth! They swallow their food whole.
+A rabbit is a mammal. It has fur and feeds its young milk.
+Rabbits live underground in burrows. A group of rabbit burrows is called a warren.
+A Banggai cardinalfish is a fish. It lives underwater. It has fins, not limbs.
+Cardinalfish often live near coral reefs. They are nocturnal, which means that they are active mostly at night."
+"Question: Complete the statement. Assume that the sled's mass did not change.
+The gravitational potential energy stored between the sled and Earth () as Susan rode down the hill. | Choices: [stayed the same, increased, decreased] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the sled and the center of Earth changed.
+The bottom of the hill was lower than the point where Susan started sledding. As Susan rode toward the bottom of the hill, the distance between the sled and the center of Earth decreased. So, the gravitational potential energy stored between the sled and Earth decreased as Susan rode down the hill. | Hint: Read the text about an object in motion.
+On a snowy day, Susan rode her sled down a big hill."
+"Question: What is the volume of a coffee pot? | Choices: [14 gallons, 14 cups, 14 fluid ounces] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a coffee pot is 14 cups.
+14 fluid ounces is too little and 14 gallons is too much. | Hint: Select the best estimate."
+"Question: Based on this information, what is this plant's phenotype for the flower form trait? | Choices: [single flowers, double flowers] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: The rose plant's genotype for the flower form gene is ff. The rose plant's genotype of ff has only f alleles. The f allele is for single flowers. So, the rose plant's phenotype for the flower form trait must be single flowers.
+To check this answer, consider whether the rose plant's alleles are dominant or recessive. The allele for single flowers (f) is recessive to the allele for double flowers (F). This means F is a dominant allele, and f is a recessive allele.
+The rose plant's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the rose plant's phenotype for the flower form trait must be single flowers. | Hint: This passage describes the flower form trait in rose plants:
+
+In a group of rose plants, some individuals have double flowers and others have single flowers. In this group, the gene for the flower form trait has two alleles. The allele for single flowers (f) is recessive to the allele for double flowers (F).
+A certain rose plant from this group has the homozygous genotype ff for the flower form gene."
+"Question: What do these two changes have in common?
+a sidewalk heating up in the sun
+pouring milk on oatmeal | Choices: [Both are caused by cooling., Both are chemical changes., Both are caused by heating., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A sidewalk heating up in the sun is a physical change. The temperature of the sidewalk goes up, but the sidewalk is still made of the same type of matter.
+Pouring milk on oatmeal is a physical change. The oatmeal and milk form a creamy mixture. But making this mixture does not form a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+A sidewalk getting warm in the sun is caused by heating. But pouring milk on oatmeal is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What does the simile in this text suggest?
+Monica rubbed coconut oil on her hands, which were like the parched earth during a drought. | Choices: [Monica's hands were dry and cracked., Monica's hands were hot.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Interpret the figure of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night. | Solution: The text includes a simile, using like or as to compare two things that are not actually alike.
+The simile like the parched earth during a drought suggests that Monica's hands were dry and cracked. A drought is a period without rain; the ground during a drought can become hard and cracked."
+"Question: Which text uses the word nauseous in its traditional sense? | Choices: [Everyone seemed to enjoy the magnolia-scented candle, but it made Marco feel rather nauseous., Everyone seemed to enjoy the magnolia-scented candle, but Marco found the smell rather nauseous.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses nauseous in its traditional sense: causing disgust or nausea.
+Everyone seemed to enjoy the magnolia-scented candle, but Marco found the smell rather nauseous.
+The first text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.
+Everyone seemed to enjoy the magnolia-scented candle, but it made Marco feel rather nauseous.
+Most style guides recommend to use the traditional sense of the word nauseous because it is considered more standard."
+"Question: Which object has more thermal energy? | Choices: [a 150-gram glass of water at a temperature of 85°F, a 150-gram glass of water at a temperature of 40°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two glasses of water have the same mass but different temperatures. Since the 85°F glass of water is hotter than the 40°F glass of water, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Would you find the word tame on a dictionary page with the following guide words?
+thief - tortillas | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since tame is not between the guide words thief - tortillas, it would not be found on that page."
+"Question: What does the euphemism in this text suggest?
+Tiana is between jobs right now, so she's selling some of her old jewelry to help pay the bills. | Choices: [Tiana is unemployed., Tiana is short on cash.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Interpret the figure of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The euphemism between jobs means that Tiana is unemployed."
+"Question: How long is a pen? | Choices: [6 inches, 6 yards] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?
+The number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.
+There are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.
+There are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. | Solution: The better estimate for the length of a pen is 6 inches.
+6 yards is too long. | Hint: Select the better estimate."
+"Question: Which bowl of cereal has a lower temperature? | Choices: [the bowl of cereal with less thermal energy, the bowl of cereal with more thermal energy] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two bowls of cereal are made of the same material and have the same mass. So, the bowl of cereal with less thermal energy has a lower temperature. | Hint: Two bowls of cereal are identical except for their thermal energies."
+"Question: Which figure of speech is used in this text?
+Porter remarked that the new book on anti-gravity was impossible to put down. | Choices: [allusion, pun] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses a pun, a word or phrase that humorously suggests more than one meaning.
+Impossible to put down means that the book is so good that it is hard to stop reading. The phrase impossible to put down is also a joke about anti-gravity: if gravity pulls things down, perhaps anti-gravity does the opposite and makes them impossible to put down."
+"Question: Which is the stickiest? | Choices: [book, steel beam, syrup] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Sticky is a property. A sticky material easily attaches to other things.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the syrup is the stickiest. If you touch syrup, it will stick to you."
+"Question: Which figure of speech is used in this text?
+Dr. Duran is unhappy with her new assistant because simple tasks, like fetching coffee, take him years to finish. | Choices: [euphemism, hyperbole] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+Take him years to finish is an exaggeration, since it probably does not take him entire years to fetch coffee."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [After Anna separated the walnuts from the shells, she placed them in a wooden bowl., Anna placed the walnuts in a wooden bowl after she separated them from the shells.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun them could refer to the walnuts or the shells.
+After Anna separated the walnuts from the shells, she placed them in a wooden bowl.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Anna placed the walnuts in a wooden bowl after she separated them from the shells."
+"Question: Which phrase has a more positive connotation? | Choices: [a willful attitude, a resolute attitude] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: A resolute attitude has a more positive connotation. Resolute and willful both denote being determined. However, resolute suggests acting with conviction and dedication, while willful suggests being disobedient."
+"Question: Which closing is correct for a letter? | Choices: [Your niece,
+Erin, Your Niece,
+Erin] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Grandpa Brian,, Dear grandpa brian,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Grandpa Brian is capitalized because it is a proper noun."
+"Question: What do these two changes have in common?
+an old sandwich rotting in a trashcan
+chicken cooking in an oven | Choices: [Both are chemical changes., Both are only physical changes., Both are caused by cooling., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A sandwich rotting is a chemical change. The matter in the sandwich breaks down and slowly turns into a different type of matter.
+Cooking chicken is a chemical change. The heat causes the matter in the chicken to change. Cooked chicken and raw chicken are different types of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Cooking is caused by heating. But a sandwich rotting is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which correctly shows the title of a movie? | Choices: [Nothing but Net, nothing but Net] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word but is not important, so it should not be capitalized.
+The correct title is Nothing but Net."
+"Question: Complete the sentence.
+John Deere was a famous (). | Choices: [inventor, pilot, astronaut, writer] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: us-history | Skill: John Deere | Lecture: nan | Solution: John Deere was a famous American inventor. An inventor is someone who comes up with items or ideas that have never been made before.
+John Deere was born in 1804."
+"Question: What does the allusion in this text suggest?
+With the gutters clogged and water rising in the streets, Christina, who was watching the storm from her window, commented, ""We're going to need an ark to get out of here."" | Choices: [Christina thinks the storm will cause major flooding., Christina plans to build a boat.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Interpret the figure of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+The allusion to an ark suggests that Christina thinks the storm will cause major flooding. In the Bible, it rains for forty days and forty nights; Noah, his family, and animals of every species survive the great flood in an ark that he builds."
+"Question: Select the reptile. | Choices: [hippopotamus, emerald tree boa, gray wolf, elephant seal] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Reptiles have scaly, waterproof skin. Most reptiles live on land. | Solution: An emerald tree boa is a reptile. It has scaly, waterproof skin.
+Tree boas eat small mammals, birds, lizards, and frogs. Tree boas only need to eat once every few months!
+A gray wolf is a mammal. It has fur and feeds its young milk.
+Wolves often live in family groups. A wolf mother, father, and their children travel together.
+An elephant seal is a mammal. It has hair and feeds its young milk.
+Seals have flippers instead of arms! They use their flippers to swim underwater or to crawl on the beach.
+A hippopotamus is a mammal. It has hair and feeds its young milk.
+Hippopotamuses keep cool by lying in mud or water."
+"Question: Compare the motion of three cars. Which car was moving at the lowest speed? | Choices: [a car that moved 525kilometers east in 10hours, a car that moved 1,025kilometers south in 10hours, a car that moved 360kilometers west in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each car moved and the time it took to move that distance. The direction each car moved does not affect its speed.
+Notice that each car moved for 10 hours. The car that moved 360 kilometers moved the shortest distance in that time. So, that car must have moved at the lowest speed."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [If Eve's skirt doesn't match the blouse, she will have to exchange the blouse for another item., If Eve's skirt doesn't match the blouse, she will have to exchange it for another item.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun it could refer to Eve's skirt or the blouse.
+The second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the blouse.
+If Eve's skirt doesn't match the blouse, she will have to exchange the blouse for another item."
+"Question: Does the sentence use a simile or a metaphor?
+Philip swam with ease across the swimming pool, like a dolphin. | Choices: [metaphor, simile] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: Philip swam with ease across the swimming pool, like a dolphin.
+The words Philip and dolphin are compared using the word like. So, the sentence uses a simile."
+"Question: How long is a basketball court? | Choices: [22 kilometers, 22 meters] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?
+The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.
+There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.
+There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. | Solution: The better estimate for the length of a basketball court is 22 meters.
+22 kilometers is too long. | Hint: Select the better estimate."
+"Question: Which would stretch the most? | Choices: [cobalt, rubber toy, aluminum foil] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Stretchy is a property. A stretchy material gets longer when you pull on it.
+Look at each picture, one at a time. Imagine pulling on the material shown in each picture.
+Of the choices, the rubber toy would stretch the most. If you pull on the arms of a rubber stretch toy, they will get longer."
+"Question: Select the solid. | Choices: [milk, water in a fishbowl, rain puddle, beans] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Identify solids, liquids, and gases | Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
+Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
+When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
+Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
+When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
+Many gases are invisible. Air is a gas. | Solution: The water in a fishbowl is a liquid. A liquid takes the shape of any container it is in. If you pour water from a fishbowl into a different container, the water will take the shape of that container. But the water will still take up the same amount of space.
+Milk is a liquid. A liquid takes the shape of any container it is in. If you pour milk into a different container, the milk will take the shape of that container. But the milk will still take up the same amount of space.
+A rain puddle is a liquid. A liquid takes the shape of any container it is in. If you collect rainwater in a bucket, the rainwater will take the shape of the bucket. But the rainwater will still take up the same amount of space.
+A bean is a solid. A solid has a size and shape of its own. If you put many beans into a jar, the group of beans will take the shape of the jar, as a liquid would. But be careful! A bean is not a liquid. Each bean still has a size and shape of its own."
+"Question: What kind of sentence is this?
+Rosa put a bandage on my cut. | Choices: [declarative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, and it ends with a period. It is a declarative sentence."
+"Question: Which figure of speech is used in this text?
+Strips of tinfoil winking like people . . .
+—Sylvia Plath, ""The Bee Meeting"" | Choices: [apostrophe, assonance] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses assonance, the repetition of a vowel sound in a series of nearby words.
+The words strips, tinfoil, and winking share a vowel sound."
+"Question: Which figure of speech is used in this text?
+At twenty-one, Darnel felt overwhelmed with adult responsibilities and wished he could fly off to Neverland. | Choices: [onomatopoeia, allusion] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+Neverland alludes to the story of Peter Pan, a boy who lived in Neverland and never grew up."
+"Question: Which word would you find on a dictionary page with the following guide words?
+whittle - women | Choices: [widow, wares] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since widow is between the guide words whittle - women, it would be found on that page."
+"Question: Which is a complex sentence? | Choices: [If you thought that dish was spicy, this dish will set your mouth on fire., Avalanches can reach speeds of eighty miles per hour within five seconds.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction if.
+If you thought that dish was spicy, this dish will set your mouth on fire."
+"Question: In 1940, scientists invented a new form of synthetic, or artificial, rubber. It was cheaper to work with than natural rubber. What happened to the overall supply of rubber tires after 1940? | Choices: [The supply went down., The supply went up.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Rubber is a resource used to make tires. Synthetic rubber is cheaper to work with than natural rubber.
+When synthetic rubber was invented, rubber tires became cheaper to make. Producers could make more synthetic rubber tires for the same cost. So, the supply of rubber tires went up."
+"Question: Which bath towel has a higher temperature? | Choices: [the bath towel with more thermal energy, the bath towel with less thermal energy] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two bath towels are made of the same material and have the same mass. So, the bath towel with more thermal energy has a higher temperature. | Hint: Two 475-gram bath towels are identical except for their thermal energies."
+"Question: Based on this information, what is Dallas's phenotype for the coat color trait? | Choices: [a red coat, a black coat] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine Dallas's phenotype for the coat color trait. First, consider the alleles in Dallas's genotype for the coat color gene. Then, decide whether these alleles are dominant or recessive.
+The allele for a red coat (l) is recessive to the allele for a black coat (L). This means L is a dominant allele, and l is a recessive allele.
+Dallas's genotype of Ll has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Dallas's phenotype for the coat color trait must be a black coat. | Hint: In a group of cows, some individuals have a black coat and others have a red coat. In this group, the gene for the coat color trait has two alleles. The allele for a red coat (l) is recessive to the allele for a black coat (L).
+Dallas is a cow from this group. Dallas has the heterozygous genotype Ll for the coat color gene."
+"Question: Is there a sentence fragment?
+Even though rainbows often appear to contain a band of purple. It's just an optical illusion. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify sentence fragments | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A sentence fragment is a group of words that does not express a complete thought.
+Rehearsing daily because we have a concert in two weeks.
+This fragment is missing a subject. It doesn't tell who is rehearsing.
+The band I'm in.
+This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
+Because we have a concert in two weeks.
+This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | Solution: There is a sentence fragment that does not express a complete thought.
+Even though rainbows often appear to contain a band of purple. It's just an optical illusion.
+Here is one way to fix the sentence fragment:
+Even though rainbows often appear to contain a band of purple, it's just an optical illusion."
+"Question: Which logical fallacy is used in the text?
+I don't trust Professor Silva's findings. Another researcher at her university was caught falsifying data. So, it's likely Professor Silva has, too. | Choices: [guilt by association: a negative association intended to discredit someone or something, false dichotomy: an argument that presents only two choices when more options exist, appeal to nature: the assumption that natural things are always good] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Professor Silva's research is untrustworthy because someone else at her university was caught falsifying data. However, this isn't necessarily true. The practices of one researcher at a university do not necessarily reflect the practices of another researcher at the same university. This illustrates a type of logical fallacy known as guilt by association."
+"Question: Based on this information, what is Smudge's phenotype for the body hair trait? | Choices: [a hairless body, a hairy body] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Smudge's genotype for the body hair gene is bb. Smudge's genotype of bb has only b alleles. The b allele is for a hairless body. So, Smudge's phenotype for the body hair trait must be a hairless body.
+To check this answer, consider whether Smudge's alleles are dominant or recessive. The allele for a hairless body (b) is recessive to the allele for a hairy body (B). This means B is a dominant allele, and b is a recessive allele.
+Smudge's genotype of bb has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Smudge's phenotype for the body hair trait must be a hairless body. | Hint: In a group of cats, some individuals have a hairy body and others have a hairless body. In this group, the gene for the body hair trait has two alleles. The allele for a hairless body (b) is recessive to the allele for a hairy body (B).
+Smudge is a cat from this group. Smudge has the homozygous genotype bb for the body hair gene."
+"Question: Which word does not rhyme? | Choices: [dull, sell, tell] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words sell and tell rhyme. They both end with the ell sound.
+The word dull does not rhyme. It ends with a different sound."
+"Question: Using only these supplies, which question can Kiara investigate with an experiment? | Choices: [Do small rocks or large rocks skip more times when thrown across the river?, Do round rocks or flat rocks skip more times when thrown across the river?, Do rocks skip more times when thrown across a river or across a pond?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Kiara likes to skip rocks at the river. She notices that some of the rocks she throws skip off the surface of the water many times, while others skip once and then sink. She wonders what factors affect how well rocks skip on the water. So, she decides to design an experiment. She has the following supplies available:
+10 small flat rocks
+10 large flat rocks
+access to the river by her school"
+"Question: Suppose Latrell decides to see the crocodiles. Which result would be a cost? | Choices: [Latrell will spend more time walking to the crocodiles. They are on the other side of the zoo, but the grizzly bears are close by., Latrell will enjoy seeing the crocodiles more than he would have enjoyed seeing the grizzly bears.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Latrell wants or needs:
+Latrell will spend more time walking to the crocodiles. They are on the other side of the zoo, but the grizzly bears are close by. | Hint: Latrell is deciding whether to see the crocodiles or the grizzly bears at the zoo. He wants to see lots of animals, but the zoo is closing soon."
+"Question: Is the following trait inherited or acquired?
+Franklin can ride a motorcycle. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to ride a motorcycle. Instead, many people learn how to ride. So, riding a motorcycle is an acquired trait."
+"Question: Which figure of speech is used in this text?
+Kendra's phone slipped out of her pocket, landing in the toilet with a plop. | Choices: [onomatopoeia, verbal irony] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses onomatopoeia, a word that expresses a sound.
+Plop represents the sound of the phone landing in the toilet."
+"Question: Would you find the word running on a dictionary page with the following guide words?
+rapidly - resign | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since running is not between the guide words rapidly - resign, it would not be found on that page."
+"Question: Select the one animal that has all of the bony fish traits listed above. | Choices: [Common snapping turtles hatch from eggs with shells. They have powerful beaks. When a snapping turtle is threatened by a predator, it snaps its beak! Snapping turtles have scaly, waterproof skin., Common carp have a bony skeleton and lay eggs without shells. A single carp can lay over a million eggs per year! Carp live in freshwater and are eaten by people in many countries. Some colorful varieties are called koi.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify animals | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Bony fish have the following traits:
+They have fins, not limbs.
+They live underwater.
+They have a skeleton made of cartilage.
+They make eggs with no shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A common snapping turtle has the following traits:
+It has scaly, waterproof skin.
+It makes eggs with shells.
+A common snapping turtle does not have all of the traits of a bony fish. A common snapping turtle is a reptile.
+A common carp has the following traits:
+It has fins, not limbs.
+It lives underwater.
+It has a skeleton made of cartilage.
+It makes eggs with no shells.
+A common carp has the traits of a bony fish. A common carp is a bony fish. | Hint: Bony fish are a group of animals with similar traits. The following traits can be used to identify bony fish:
+They have fins, not limbs.
+They live underwater.
+They have a skeleton made of cartilage.
+They make eggs with no shells. Observe the animals and read the descriptions."
+"Question: Which is harder? | Choices: [rope, ice cube] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Hard is a property. A hard material keeps its shape when you press on it with your finger.
+Look at each picture, one at a time. Imagine pushing on the material shown in each picture.
+Of the choices, the ice cube is harder. If you squeeze an ice cube, it will not change shape, unless it starts to melt!"
+"Question: Which is a compound sentence? | Choices: [According to many scholars, the 1798 publication of Lyrical Ballads by Samuel Taylor Coleridge and William Wordsworth began the romantic period in English literature., On the ferry to Ellis Island, Eve took a photograph, and now it's sitting in a frame on her dresser at home.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction and.
+On the ferry to Ellis Island, Eve took a photograph, and now it's sitting in a frame on her dresser at home."
+"Question: Complete the sentences.
+The Sixth Amendment talks about criminal trials. It says that all criminal trials must be speedy and public. It also says that anyone accused of a crime has the right to (). | Choices: [stay at home during his or her trial, pick his or her own judge, lie to the court, get help from a lawyer] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: civics | Skill: The Bill of Rights | Lecture: nan | Solution: The Sixth Amendment says that all criminal trials must be speedy and public. It also says that anyone accused of a crime has the right to get help from a lawyer. A lawyer is a person trained in the law. If someone cannot afford to hire a lawyer, the government will pay for one. Usually these lawyers are called public defenders. There are more than 15,000 public defenders in the United States. They defend people in millions of criminal cases every year. Part of the text of the Sixth Amendment is below. Notice the phrases ""speedy and public trial"" and ""assistance of counsel."" Does the text mention any other rules for trials? In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the state and district wherein the crime shall have been committed. . .and to have the assistance of counsel for his defense."
+"Question: Which object has the least thermal energy? | Choices: [a stick of butter at a temperature of 60°F, a stick of butter at a temperature of 49°F, a stick of butter at a temperature of 43°F] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: All three sticks of butter have the same mass but different temperatures. Since the 43°F stick of butter is the coldest, it has the least thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Compare the motion of two blue whales. Which blue whale was moving at a lower speed? | Choices: [a blue whale that moved 55miles in 5hours, a blue whale that moved 50miles in 5hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each blue whale moved and the time it took to move that distance.
+One blue whale moved 50 miles in 5 hours.
+The other blue whale moved 55 miles in 5 hours.
+Notice that each blue whale spent the same amount of time moving. The blue whale that moved 50 miles moved a shorter distance in that time. So, that blue whale must have moved at a lower speed."
+"Question: Compare the motion of three cars. Which car was moving at the lowest speed? | Choices: [a car that moved 210miles west in 5hours, a car that moved 160miles north in 5hours, a car that moved 225miles south in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each car moved and the time it took to move that distance. The direction each car moved does not affect its speed.
+Notice that each car moved for 5 hours. The car that moved 160 miles moved the shortest distance in that time. So, that car must have moved at the lowest speed."
+"Question: Which correctly shows the title of a book? | Choices: [I Took the Moon for a Walk, I Took the moon for a Walk] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The words the, for, and a are not important, so they should not be capitalized.
+The correct title is I Took the Moon for a Walk."
+"Question: Which type of sentence is this?
+Devin took several incredible panoramic photographs of the sweeping view from the top of Table Mountain. | Choices: [simple, compound, compound-complex, complex] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is simple. It is a single independent clause.
+Devin took several incredible panoramic photographs of the sweeping view from the top of Table Mountain."
+"Question: Which closing is correct for a letter? | Choices: [Best Wishes,
+Carson, Best wishes,
+Carson] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Rebecca used an old broom to clean up the broken glass before throwing it away., Rebecca used an old broom to clean up the broken glass before throwing the broken glass away.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun it could refer to the old broom or the broken glass.
+The second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the broken glass.
+Rebecca used an old broom to clean up the broken glass before throwing the broken glass away."
+"Question: Which word does not rhyme? | Choices: [plane, grade, made] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words grade and made rhyme. They both end with the ade sound.
+The word plane does not rhyme. It ends with a different sound."
+"Question: Which logical fallacy is used in the text?
+You argue that vegetarianism can have a positive impact on the environment, but why should we believe you? I've seen you eat bacon! | Choices: [slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, appeal to nature: the assumption that natural things are always good, ad hominem: an attack against the person making the argument, rather than the argument itself] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that a person who eats bacon cannot offer a believable argument on vegetarianism. This is a personal attack that isn't relevant to whether the argument is valid. This illustrates a type of logical fallacy known as ad hominem."
+"Question: Which object has more thermal energy? | Choices: [a 700-gram rock at a temperature of 125°F, a 700-gram rock at a temperature of 165°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two rocks have the same mass but different temperatures. Since the 165°F rock is hotter than the 125°F rock, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Based on this information, what is Alfalfa's genotype for the horns gene? | Choices: [HH, not having horns] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Alfalfa has two alleles for not having horns (H). So, Alfalfa's genotype for the horns gene is HH. | Hint: In a group of cows, some individuals have horns and others do not. In this group, the gene for the horns trait has two alleles. The allele H is for not having horns, and the allele h is for having horns.
+Alfalfa, a cow from this group, does not have horns. Alfalfa has two alleles for not having horns."
+"Question: Which figure of speech is used in this text?
+The Patton family is going to spend two weeks in Ocean City, but for Xavier it will be a working vacation, since he'll be checking in with the office every day. | Choices: [euphemism, oxymoron] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Working vacation is a contradiction, because going on a vacation implies that you are taking a break from work."
+"Question: Is the following trait inherited or acquired?
+Alan has naturally pale skin. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Humans do not choose their skin color. Babies get their skin color from their parents. So, Alan's skin color is an inherited trait. | Hint: Hint: Humans are born with their skin color."
+"Question: Is the following trait inherited or acquired?
+Haley has naturally red hair. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Humans do not choose their natural hair color. Instead, children get their natural hair color from their parents. So, Haley's hair color is an inherited trait. | Hint: Hint: Some people dye their hair. But this does not change their natural hair color."
+"Question: Is the following trait inherited or acquired?
+Trent can play the flute. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play the flute. Instead, some people learn how to play. So, playing the flute is an acquired trait."
+"Question: Which figure of speech is used in this text?
+Those images that yet
+Fresh images beget,
+That dolphin-torn, that gong-tormented sea.
+—W. B. Yeats, ""Byzantium"" | Choices: [assonance, chiasmus] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses assonance, the repetition of a vowel sound in a series of nearby words.
+The words yet, fresh, beget, and tormented share a vowel sound."
+"Question: What is the mass of an elephant? | Choices: [6,615 kilograms, 6,615 grams] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of an elephant is 6,615 kilograms.
+6,615 grams is too light. | Hint: Select the better estimate."
+"Question: Based on this information, what is Candy's phenotype for the albinism trait? | Choices: [not having albinism, having albinism] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine Candy's phenotype for the albinism trait. First, consider the alleles in Candy's genotype for the albinism gene. Then, decide whether these alleles are dominant or recessive.
+The allele for not having albinism (A) is dominant over the allele for having albinism (a). This means A is a dominant allele, and a is a recessive allele.
+Candy's genotype of Aa has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Candy's phenotype for the albinism trait must be not having albinism. | Hint: This passage describes the albinism trait in rats:
+
+In a group of rats, some individuals have albinism and others do not. In this group, the gene for the albinism trait has two alleles. The allele for not having albinism (A) is dominant over the allele for having albinism (a).
+Candy is a rat from this group. Candy has the heterozygous genotype Aa for the albinism gene."
+"Question: What information supports the conclusion that Malia acquired this trait? | Choices: [Malia is in the Air Force. She flies a plane almost every day., A pilot taught Malia how to fly a plane., Malia can fly a plane on cloudy days and at night.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Malia knows how to fly a plane."
+"Question: Which figure of speech is used in this text?
+After spending weeks in New York City, Valeria was a bit unnerved by the deafening silence of her small hometown. | Choices: [euphemism, oxymoron] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Deafening silence is a contradiction, because deafening describes something extremely loud, and silence is the absence of sound."
+"Question: Which sentence is more formal? | Choices: [Christina did not enter student politics until her junior year., Christina didn't enter student politics until her junior year.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The first sentence is less formal. You can tell because it uses a contraction (didn't).
+The second sentence does not use a contraction, so it is more formal."
+"Question: Choose the poem that uses end rhyme. | Choices: [All the many sounds of nature
+Borrowed sweetness from his songs;
+All the hearts of men were softened
+By the sadness of his music;
+For he sang of peace and freedom,
+Sang of beauty, love, and longing., Six white eggs on a bed of hay,
+Flecked with purple, a pretty sight:
+There as the mother sits all day,
+Robert is singing with all his might,
+Bob-o'-link, bob-o'-link,
+Spink, spank, spink.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reading-comprehension | Skill: Identify elements of poetry | Lecture: Poetry is a special kind of writing. It has many elements that make it different from ordinary writing. Knowing these elements can help you talk about poetry, understand it better, and enjoy it more.
+A poem rhymes when it has a pattern of words that end in the same sound.
+End rhyme is when the rhymes appear at the end of a poem's lines.
+Little Betty Blue,
+Lost her holiday shoe.
+—From Mother Goose
+Internal rhyme is when at least one of the rhyming words appears inside the poem's lines.
+Sweet dreams of pleasant streams.
+—From William Blake, ""A Cradle Song""
+Rhythm is the pattern of strong and weak syllables, or stress, in a poem. You can recognize rhythm in a poem by listening to how it sounds. Poems with regular rhythm have a beat, like in music.
+He watches from his mountain walls,
+And like a thunderbolt he falls.
+—From Alfred, Lord Tennyson, ""The Eagle""
+The syllables in bold are strong. We say them with more force than the other syllables. In this poem, every weak syllable is followed by a strong syllable. Each line sounds like da-DUM da-DUM da-DUM da-DUM. To better hear the rhythm, try reading it aloud while clapping on each strong syllable.
+Free verse is when a poem has neither a regular rhythm nor a rhyme pattern.
+The old bridge has a wrinkled face.
+He bends his back
+For us to go over.
+—From Hilda Conkling, ""The Old Bridge""
+The syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.
+Repetition is when words, phrases, or whole lines are repeated.
+The dainty flying squirrel
+In vest of shining white,
+In coat of silver gray,
+And vest of shining white.
+—Adapted from Mary E. Burt, ""The Flying Squirrel""
+Alliteration is when beginning consonant sounds are repeated in words that are close together.
+Where the wild men watched and waited
+Wolves in the forest, and bears in the bush.
+—From Bayard Taylor, ""A Night with a Wolf""
+Onomatopoeia is when language sounds like what it talks about.
+Sometimes the onomatopoeia uses made-up words:
+Tlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.
+—From Alfred Noyes, ""The Highwayman""
+Sometimes the onomatopoeia uses real words:
+Hark! the honey bee is humming.
+—From Mary Howitt, ""The Voice of Spring"" | Solution: This poem uses end rhyme. Its rhymes come at the end of its lines.
+Flecked with purple, a pretty sight:
+Spink, spank, spink. | Hint: From William Cullen Bryant, ""Robert of Lincoln"" and adapted from Henry Wadsworth Longfellow, ""Hiawatha's Friends"""
+"Question: Based on this information, what is this rose plant's phenotype for the flower form trait? | Choices: [single flowers, ff] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. The rose plant's observable version of the flower form trait is single flowers. So, the plant's phenotype for the flower form trait is single flowers. | Hint: This passage describes the flower form trait in rose plants:
+
+In a group of rose plants, some individuals have double flowers and others have single flowers. In this group, the gene for the flower form trait has two alleles. The allele F is for double flowers, and the allele f is for single flowers.
+A certain rose plant from this group has single flowers. This plant has two alleles for single flowers."
+"Question: Which logical fallacy is used in the text?
+Denise said there's no way Scotland's Loch Ness Monster is real, but she's not even Scottish, so there's no way she could really know. | Choices: [slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, ad hominem: an attack against the person making the argument, rather than the argument itself, circular reasoning: an argument that supports a claim with the claim itself] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Denise's claim that the Loch Ness Monster isn't real is not valid because she's not Scottish. This is a personal attack on Denise's background that isn't relevant to whether her claim is valid. This illustrates a type of logical fallacy known as ad hominem."
+"Question: Compare the motion of two birds. Which bird was moving at a higher speed? | Choices: [a bird that moved 5miles in 10hours, a bird that moved 40miles in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each bird moved and the time it took to move that distance.
+One bird moved 40 miles in 10 hours.
+The other bird moved 5 miles in 10 hours.
+Notice that each bird spent the same amount of time moving. The bird that moved 40 miles moved a farther distance in that time. So, that bird must have moved at a higher speed."
+"Question: Would you find the word inventor on a dictionary page with the following guide words?
+idle - irrigate | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since inventor is between the guide words idle - irrigate, it would be found on that page."
+"Question: Compare the motion of three geese. Which goose was moving at the highest speed? | Choices: [a goose that moved 635kilometers west in 10hours, a goose that moved 680kilometers east in 10hours, a goose that moved 1,435kilometers south in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. | Solution: Look at the distance each goose moved and the time it took to move that distance. The direction each goose moved does not affect its speed.
+Notice that each goose moved for 10 hours. The goose that moved 1,435 kilometers moved the farthest distance in that time. So, that goose must have moved at the highest speed."
+"Question: Compare the motion of two bicycles. Which bicycle was moving at a lower speed? | Choices: [a bicycle that moved 150miles in 5hours, a bicycle that moved 55miles in 5hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each bicycle moved and the time it took to move that distance.
+One bicycle moved 55 miles in 5 hours.
+The other bicycle moved 150 miles in 5 hours.
+Notice that each bicycle spent the same amount of time moving. The bicycle that moved 55 miles moved a shorter distance in that time. So, that bicycle must have moved at a lower speed."
+"Question: How long does it take to watch a movie at the theater? | Choices: [2 hours, 2 minutes] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to watch a movie at the theater is 2 hours.
+2 minutes is too fast. | Hint: Select the better estimate."
+"Question: Is the student text plagiarized? | Choices: [Yes, because it fails to use quotation marks., No, it is not plagiarized., Yes, because it fails to use quotation marks and fails to cite the source., Yes, because it fails to cite the source.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify plagiarism | Lecture: Plagiarism is the act of taking another person's work or ideas and presenting them as your own, either accidentally or on purpose. When you use an outside source in your own writing, you should make sure to cite the source in order to avoid plagiarism. Consider the following source:
+Fisher, Goddu, and Keil, ""Searching for Explanations: How the Internet Inflates Estimates of Internal Knowledge."" Copyright 2015 by the American Psychological Association
+The results of these experiments suggest that searching the Internet may cause a systematic failure to recognize the extent to which we rely on outsourced knowledge. Searching for explanations on the Internet inflates self-assessed knowledge in unrelated domains.
+If you use a direct quotation in your writing, you must use quotation marks around the exact words that were copied from the source, in addition to citing the source.
+Researchers have found that relying on the Internet for information may cause a systematic failure to recognize the extent to which we rely on outsourced knowledge.
+This sentence is plagiarized because it uses the source's exact words without quotation marks and without properly citing the source.
+Researchers have found that relying on the Internet for information ""may cause a systematic failure to recognize the extent to which we rely on outsourced knowledge"" (Fisher, Goddu, and Keil).
+If you paraphrase a source, or put a source's ideas into your own words, you must still cite the source. Even if properly cited, a paraphrase that is too similar to the source in wording or sentence structure is still considered plagiarized.
+According to Fisher, Goddu, and Keil, searching the Internet can lead to a regular failure to perceive the extent to which we rely on outside knowledge.
+This sentence is plagiarized because it is an insufficient paraphrase. Even though it is properly cited, it borrows too much of the source's wording and sentence structure.
+According to Fisher, Goddu, and Keil, relying on the Internet to look up information can make it difficult for us to estimate how much of our knowledge comes from internal versus external sources.
+There are different rules about how to format citations, such as when to include page numbers for print sources. Check a style guide, such as the Modern Language Association (MLA) Handbook, for a complete list of these rules. | Solution: The student text is plagiarized. It uses the source's exact words without quotation marks, and it also fails to cite the source.
+It has been said that the new technologies of the digital era have yielded great headlines, but modest economic results.
+Source: Paul Krugman, ""The Big Meh."" Published in The New York Times 25 May 2015.
+At this point, the whole digital era, spanning more than four decades, is looking like a disappointment. New technologies have yielded great headlines, but modest economic results. | Hint: Compare the student text with the source.
+Source: Paul Krugman, ""The Big Meh."" Published in The New York Times 25 May 2015.
+At this point, the whole digital era, spanning more than four decades, is looking like a disappointment. New technologies have yielded great headlines, but modest economic results.
+Student text:
+It has been said that the new technologies of the digital era have yielded great headlines, but modest economic results."
+"Question: Select the mammal. | Choices: [Tasmanian devil, clownfish, gray crowned crane, robin] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Mammals have hair or fur and feed their young milk. | Solution: A gray crowned crane is a bird. It has feathers, two wings, and a beak.
+Cranes wade in shallow water to look for food. Cranes eat insects, worms, and plants.
+A clownfish is a fish. It lives underwater. It has fins, not limbs.
+Clownfish live with animals called anemones. In the image of the clownfish, you can see the brown anemone surrounding the clownfish.
+A Tasmanian devil is a mammal. It has fur and feeds its young milk.
+Tasmanian devils are meat-eating marsupials. They live on the island of Tasmania, near Australia.
+A robin is a bird. It has feathers, two wings, and a beak.
+A robin is a songbird. It sings different songs at different times of the day."
+"Question: Using only these supplies, which question can Regan investigate with an experiment? | Choices: [Does a rubber ball travel farther when launched from a metal catapult or from a wooden catapult?, Does a catapult with a longer arm launch a rubber ball farther than a catapult with a shorter arm?, Does a heavier ball travel farther than a lighter ball when launched from a catapult?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Regan visits a museum about ancient Greece. She notices an exhibit with models of wooden catapults that were used to launch large rocks across battlefields. She wonders what factors affect how far a catapult can launch an object. So, she decides to design an experiment. She has the following supplies available:
+a wooden catapult with a 10-inch-long arm
+a wooden catapult with a five-inch-long arm
+two identical rubber balls"
+"Question: Complete the sentence so that it uses personification.
+""I can't believe I tripped,"" Ernest remarked. ""The curb must have ()"". | Choices: [jumped out in front of me, been higher than I thought] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the phrase jumped out in front of me. It describes the curb as if it were a mischievous, unpredictable person."
+"Question: Which is a run-on sentence? | Choices: [Grandma sits on the bench she watches the birds., The little boy popped a big bubble.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Grandma sits on the bench she watches the birds is a run-on sentence. It has two sentences that are joined without end punctuation: Grandma sits on the bench and She watches the birds."
+"Question: Is a blanket a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a blanket is a good or a service, ask these questions:
+Is a blanket something you can touch? Yes.
+Is a blanket a job you might pay someone else to do? No.
+So, a blanket is a good."
+"Question: What is the volume of a kiddie pool? | Choices: [250 gallons, 250 cups, 250 fluid ounces] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a kiddie pool is 250 gallons.
+250 fluid ounces and 250 cups are both too little. | Hint: Select the best estimate."
+"Question: Is there a sentence fragment?
+When scientists sequenced the DNA of domestic cats, they made a startling discovery. A remarkable similarity between the genomes of house cats and those of their feline relatives in the wild. | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify sentence fragments | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A sentence fragment is a group of words that does not express a complete thought.
+Rehearsing daily because we have a concert in two weeks.
+This fragment is missing a subject. It doesn't tell who is rehearsing.
+The band I'm in.
+This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
+Because we have a concert in two weeks.
+This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | Solution: There is a sentence fragment that does not express a complete thought.
+When scientists sequenced the DNA of domestic cats, they made a startling discovery. A remarkable similarity between the genomes of house cats and those of their feline relatives in the wild.
+Here is one way to fix the sentence fragment:
+When scientists sequenced the DNA of domestic cats, they made a startling discovery: a remarkable similarity between the genomes of house cats and those of their feline relatives in the wild."
+"Question: Which figure of speech is used in this text?
+The Watson family is going to spend two weeks in Ocean City, but for Abdul it will be a working vacation, since he'll be checking in with the office every day. | Choices: [oxymoron, euphemism] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Working vacation is a contradiction, because going on a vacation implies that you are taking a break from work."
+"Question: Which logical fallacy is used in the text?
+Mayor Preston wants to create more bicycle lanes in Hillsdale. Why is he forcing us to give up our cars and bike everywhere? | Choices: [appeal to nature: the assumption that natural things are always good, straw man: a misrepresentation of an opponent's position that makes it easier to argue against] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that creating more bike lanes means that Mayor Preston thinks that everyone should ride bicycles instead of cars. However, the fact that Mayor Preston wants more bike lanes doesn't necessarily suggest that the mayor is opposed to other forms of transportation. This illustrates a type of logical fallacy known as a straw man."
+"Question: Using only these supplies, which question can Melissa investigate with an experiment? | Choices: [Which type of sunflower grows more leaves?, Do sunflowers grow taller if they are planted in planter boxes or in pots?, Do sunflowers grow bigger in sunny planter boxes or in shady planter boxes?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Melissa wants to grow sunflowers in her backyard garden. She notices that some sunflowers grow much taller than others. She is curious about what factors affect how sunflowers grow. So, she decides to design an experiment. She has the following supplies available:
+seeds from one type of sunflower
+soil
+one wooden planter box in the sun
+one wooden planter box in the shade
+one plastic planter box in the sun
+water"
+"Question: What information supports the conclusion that Logan inherited this trait? | Choices: [Logan's biological parents have wavy hair., Logan's biological mother has long hair. Logan also has long hair., Logan uses a headband to keep his wavy hair out of his face.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Logan has wavy hair."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [As John was walking with his friend Bob, Bob tripped on the uneven sidewalk., As John was walking with his friend Bob, he tripped on the uneven sidewalk.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun he could refer to John or Bob.
+The first answer choice shows a possible correction for the vague pronoun reference. He has been replaced with Bob.
+As John was walking with his friend Bob, Bob tripped on the uneven sidewalk."
+"Question: Which correctly shows the title of a magazine? | Choices: [art in America, Art in America] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word in is not important, so it should not be capitalized.
+The correct title is Art in America."
+"Question: What information supports the conclusion that Ava acquired this trait? | Choices: [When Ava was young, her grandmother taught her how to cut chili peppers., Ava's friends like to make chili with her., Ava learned how to make chili from a recipe book.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Ava knows how to make chili."
+"Question: Would you find the word sack on a dictionary page with the following guide words?
+snatch - stem | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since sack is not between the guide words snatch - stem, it would not be found on that page."
+"Question: Which closing is correct for a letter? | Choices: [Thank you,
+Mia, Thank You,
+Mia] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which figure of speech is used in this text?
+Emmy's Bistro used to be a great place to go for a delicious and carefully prepared dinner, but nobody goes there anymore: it's too crowded. | Choices: [paradox, oxymoron] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Nobody goes there anymore: it's too crowded at first appears to be contradictory, because if no one goes to the restaurant, then the restaurant should be empty, not crowded. However, it contains some truth: if a restaurant is frequently perceived to be too crowded, many people will no longer want to go there."
+"Question: Complete the sentence so that it uses personification.
+The playground () the restless children. | Choices: [beckoned, interested] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word beckoned. It describes the playground as if it were a person who called to the children."
+"Question: Which word does not rhyme? | Choices: [ride, mud, tide] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the ip sound.
+The words lake and make rhyme. They both end with the ake sound.
+The words tip and lake don't rhyme. They end with different sounds. | Solution: The words tide and ride rhyme. They both end with the ide sound.
+The word mud does not rhyme. It ends with a different sound."
+"Question: Based on this information, what is Bolt's phenotype for the coat color trait? | Choices: [a red coat, ll] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Bolt's observable version of the coat color trait is a red coat. So, Bolt's phenotype for the coat color trait is a red coat. | Hint: In a group of cows, some individuals have a black coat and others have a red coat. In this group, the gene for the coat color trait has two alleles. The allele L is for a black coat, and the allele l is for a red coat.
+Bolt, a cow from this group, has a red coat. Bolt has two alleles for a red coat."
+"Question: Which logical fallacy is used in the text?
+Yogurt is a healthful dietary choice because it's good for you. | Choices: [circular reasoning: an argument that supports a claim with the claim itself, false dichotomy: an argument that presents only two choices when more options exist, straw man: a misrepresentation of an opponent's position that makes it easier to argue against] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that yogurt is healthful because it's good for you. However, the ""evidence"" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning."
+"Question: The donkeys move the carts at the same speed. Which cart is pulled with a larger force? | Choices: [a cart holding 45 pounds, a cart holding 87 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the cart that is heavier.
+A cart holding 87 pounds is heavier than a cart holding 45 pounds. So, the cart holding 87 pounds needs a larger force to start moving at the same speed as the other cart. | Hint: Two donkeys pull carts from the farmhouse to the yard. The carts are the same. Each cart is holding different tools."
+"Question: Using only these supplies, which question can Rosanne investigate with an experiment? | Choices: [When placed in the sun, will eight ounces of water in a glass jar or eight ounces of water in a plastic cup get warmer?, When placed in the sun, will eight ounces of water in a closed jar or eight ounces of water in an open jar get warmer?, Will eight ounces of carbonated water or eight ounces of tap water get warmer when placed in a jar in the sun?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Rosanne leaves a glass jar of cold tea outside in full sunlight. When she goes to get it, she notices that the tea is warm. She wonders what factors affect how warm a liquid gets from sitting in the sunlight. So, she decides to design an experiment. She has the following supplies available:
+two identical glass jars
+two jar lids
+tap water
+a measuring cup
+two thermometers"
+"Question: Which object has the least thermal energy? | Choices: [a 100-gram mug of cider at a temperature of 152°F, a 100-gram mug of cider at a temperature of 139°F, a 100-gram mug of cider at a temperature of 132°F] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: All three mugs of cider have the same mass but different temperatures. Since the 132°F mug of cider is the coldest, it has the least thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which object has the least thermal energy? | Choices: [a pencil at a temperature of 58°F, a pencil at a temperature of 67°F, a pencil at a temperature of 64°F] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: All three pencils have the same mass but different temperatures. Since the 58°F pencil is the coldest, it has the least thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which word would you find on a dictionary page with the following guide words?
+identify - invisible | Choices: [improve, is] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since improve is between the guide words identify - invisible, it would be found on that page."
+"Question: Which bucket of water has a lower temperature? | Choices: [the bucket of water with more thermal energy, the bucket of water with less thermal energy] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two buckets of water are made of the same material and have the same mass. So, the bucket of water with less thermal energy has a lower temperature. | Hint: Two 10-kilogram buckets of water are identical except for their thermal energies."
+"Question: Would you find the word dark on a dictionary page with the following guide words?
+decision - does | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since dark is not between the guide words decision - does, it would not be found on that page."
+"Question: Which greeting is correct for a letter? | Choices: [Dear mason,, Dear Mason,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Mason is capitalized because it is a proper noun."
+"Question: What is the source of the allusion in the sentence below?
+Red velvet cupcakes were Carrie's Achilles's heel when she was trying to eat more healthily. | Choices: [the Bible, Greek mythology] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Achilles's heel is Greek mythology.
+In Greek mythology, Achilles's mother dips him in a river that protects his body wherever it touches. His heel does not get wet, so it is the one part of his body left unprotected. During the Trojan War, an arrow hits Achilles in the heel and kills him.
+The allusion Achilles's heel means a sole weakness."
+"Question: What information supports the conclusion that Gabrielle acquired this trait? | Choices: [Gabrielle learned how to knit in an after school program., Gabrielle knits sweaters using cotton, wool, and other types of yarn.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Gabrielle knows how to knit sweaters."
+"Question: What do these two changes have in common?
+melting wax
+your breath becoming visible on a cold day | Choices: [Both are caused by heating., Both are caused by cooling., Both are only physical changes., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Melting wax is a change of state. So, it is a physical change. The wax changes from solid to liquid. But it is still made of the same type of matter.
+Your breath becoming visible on a cold day is a change of state. So, it is a physical change. Water vapor in your breath touches the cold air outside and becomes liquid. The water vapor changes state, but it is made of water. A different type of matter is not formed.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Wax melting is caused by heating. But your breath becoming visible on a cold day is not.
+Both are caused by cooling.
+Your breath becoming visible on a cold day is caused by cooling. But melting wax is not."
+"Question: Select the mixture. | Choices: [chicken soup, salt] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Identify mixtures | Lecture: A pure substance is made of only one type of matter.
+A mixture is made of two or more types of matter mixed together. | Solution: nan"
+"Question: Based on this information, what is this cucumber plant's phenotype for the fruit sheen trait? | Choices: [Ff, dull fruit] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. The cucumber plant's observable version of the fruit sheen trait is dull fruit. So, the plant's phenotype for the fruit sheen trait is dull fruit. | Hint: In a group of cucumber plants, some individuals have dull fruit and others have glossy fruit. In this group, the gene for the fruit sheen trait has two alleles. The allele F is for dull fruit, and the allele f is for glossy fruit.
+A certain cucumber plant from this group has dull fruit. This plant has one allele for dull fruit and one allele for glossy fruit."
+"Question: Answer the riddle.
+I am small.
+I like to play.
+My mom is a dog.
+What am I? | Choices: [a puppy, a kitten] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: vocabulary | Skill: What am I? | Lecture: nan | Solution: A puppy is small.
+A puppy likes to play.
+A puppy's mom is a dog."
+"Question: Select the vertebrate. | Choices: [bess beetle, Caribbean reef octopus, tiger, metallic tarantula] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A tiger is a mammal. Like other mammals, a tiger is a vertebrate. It has a backbone.
+A bess beetle is an insect. Like other insects, a bess beetle is an invertebrate. It does not have a backbone. It has an exoskeleton.
+Like other octopuses, a Caribbean reef octopus is an invertebrate. It does not have a backbone. It has a soft body.
+Like other tarantulas, a metallic tarantula is an invertebrate. It does not have a backbone. It has an exoskeleton. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Does the sentence use a simile or a metaphor?
+Lauren went down the slide face-first, like a penguin. | Choices: [metaphor, simile] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: Lauren went down the slide face-first, like a penguin.
+The words Lauren and penguin are compared using the word like. So, the sentence uses a simile."
+"Question: Which closing is correct for a letter? | Choices: [Your Nephew,
+Noah, Your nephew,
+Noah] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which text uses the word factoid in its traditional sense? | Choices: [Deion seemed to know a lot about African wildlife, but it turned out that his knowledge was mostly based on factoids gleaned from unreliable websites., Deion subscribed to an online newsletter about African wildlife; he enjoyed receiving daily factoids about the wild animals' natural habitats and behavior.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses factoid in its traditional sense: something made up presented as a true fact.
+Deion seemed to know a lot about African wildlife, but it turned out that his knowledge was mostly based on factoids gleaned from unreliable websites.
+The second text uses factoid in its nontraditional sense: a trivial but true fact.
+Deion subscribed to an online newsletter about African wildlife; he enjoyed receiving daily factoids about the wild animals' natural habitats and behavior.
+Most style guides recommend to use the traditional sense of the word factoid because it is considered more standard."
+"Question: Which word would you find on a dictionary page with the following guide words?
+bond - business | Choices: [broken, beach] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since broken is between the guide words bond - business, it would be found on that page."
+"Question: Which logical fallacy is used in the text?
+Since Emma Wilkinson became vice president of the parent-teacher association, student performance has declined and teacher morale is down. We on the school board believe that Wilkinson bears sole responsibility for the downtrend. | Choices: [false causation: the assumption that because two things happened together, one caused the other, hasty generalization: a very broad claim based on very little evidence] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Emma Wilkinson is responsible for the decline in student performance and teacher morale. However, even though things declined after Wilkinson became vice president of the parent-teacher association, that doesn't necessarily mean that she caused the downturn. This illustrates a type of logical fallacy known as false causation."
+"Question: Which is a sentence fragment? | Choices: [I sent an email to my teacher she wrote me back., The three explorers in the big forest.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: The three explorers in the big forest is a sentence fragment. It is missing a verb."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her organization?
+In the 1800s, egrets were hunted in the United States for their long white plumes (feathers). As a result, the birds were nearly wiped out completely. Thankfully, conservation measures were put in place, and the birds were protected. In fact, in recent years, egrets have expanded their range northward, moving beyond their original habitat in the American South. The egret is a large white bird that lives near marshes, lakes, ponds, and other wetland areas. | Choices: [by removing the sentence about the egrets' expanded range, by providing the description of egrets when they are first introduced] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her organization by providing the description of egrets when they are first introduced.
+For example, the writer could move the underlined text to the beginning of the paragraph.
+In the 1800 s, egrets were hunted in the United States for their long white plumes (feathers). As a result, the birds were nearly wiped out completely. Thankfully, conservation measures were put in place, and the birds were protected. In fact, in recent years, egrets have expanded their range northward, moving beyond their original habitat in the American South. The egret is a large white bird that lives near marshes, lakes, ponds, and other wetland areas."
+"Question: Which is smoother? | Choices: [rock wall, chalk] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Smooth is a property. A smooth material is not rough or bumpy.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the chalk is smoother. If you touch a piece of chalk, it will not feel rough or bumpy."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Several competent city council members have been elected in Newport, but the mayor's office has prevented the council members from significantly influencing policy., The citizens of Newport have elected several competent city council members, but the mayor's office has prevented them from significantly influencing policy.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun them could refer to the citizens or several competent city council members.
+The citizens of Newport have elected several competent city council members, but the mayor's office has prevented them from significantly influencing policy.
+The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Several competent city council members have been elected in Newport, but the mayor's office has prevented the council members from significantly influencing policy."
+"Question: What information supports the conclusion that Devin acquired this trait? | Choices: [Devin has three jump ropes, each made of a different material., Devin won a competition at his school with his jump rope tricks., Devin's sister taught him how to do tricks with a jump rope.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Devin knows how to do tricks with a jump rope."
+"Question: Which text uses the word can in its traditional sense? | Choices: [Kimi can type using a keyboard with a QWERTY layout, but she prefers the Dvorak layout. The two keyboards have different arrangements of letters and symbols., If Kimi prefers a keyboard with the Dvorak layout, she can use mine. In my opinion, it's faster than typing on a keyboard with a QWERTY layout.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses can in its traditional sense: to have the ability to.
+Kimi can type using a keyboard with a QWERTY layout, but she prefers the Dvorak layout. The two keyboards have different arrangements of letters and symbols.
+The second text uses can in its nontraditional sense: to have permission to.
+If Kimi prefers a keyboard with the Dvorak layout, she can use mine. In my opinion, it's faster than typing on a keyboard with a QWERTY layout.
+Most style guides recommend to use the traditional sense of the word can because it is considered more standard."
+"Question: Adapted from Henry Wadsworth Longfellow, ""Hiawatha's Friends"" and from William Cullen Bryant, ""Robert of Lincoln"" | Choices: [All the many sounds of nature
+Borrowed sweetness from his songs;
+All the hearts of men were softened
+By the sadness of his music;
+For he sang of peace and freedom,
+Sang of beauty, love, and longing., Six white eggs on a bed of hay,
+Flecked with purple, a pretty sight:
+There as the mother sits all day,
+Robert is singing with all his might,
+Bob-o'-link, bob-o'-link,
+Spink, spank, spink.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reading-comprehension | Skill: Identify elements of poetry | Lecture: Poetry is a special kind of writing. It has many elements that make it different from ordinary writing. Knowing these elements can help you talk about poetry, understand it better, and enjoy it more.
+A poem rhymes when it has a pattern of words that end in the same sound.
+End rhyme is when the rhymes appear at the end of a poem's lines.
+Little Betty Blue,
+Lost her holiday shoe.
+—From Mother Goose
+Internal rhyme is when at least one of the rhyming words appears inside the poem's lines.
+Sweet dreams of pleasant streams.
+—From William Blake, ""A Cradle Song""
+Rhythm is the pattern of strong and weak syllables, or stress, in a poem. You can recognize rhythm in a poem by listening to how it sounds. Poems with regular rhythm have a beat, like in music.
+He watches from his mountain walls,
+And like a thunderbolt he falls.
+—From Alfred, Lord Tennyson, ""The Eagle""
+The syllables in bold are strong. We say them with more force than the other syllables. In this poem, every weak syllable is followed by a strong syllable. Each line sounds like da-DUM da-DUM da-DUM da-DUM. To better hear the rhythm, try reading it aloud while clapping on each strong syllable.
+Free verse is when a poem has neither a regular rhythm nor a rhyme pattern.
+The old bridge has a wrinkled face.
+He bends his back
+For us to go over.
+—From Hilda Conkling, ""The Old Bridge""
+The syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.
+Repetition is when words, phrases, or whole lines are repeated.
+The dainty flying squirrel
+In vest of shining white,
+In coat of silver gray,
+And vest of shining white.
+—Adapted from Mary E. Burt, ""The Flying Squirrel""
+Alliteration is when beginning consonant sounds are repeated in words that are close together.
+Where the wild men watched and waited
+Wolves in the forest, and bears in the bush.
+—From Bayard Taylor, ""A Night with a Wolf""
+Onomatopoeia is when language sounds like what it talks about.
+Sometimes the onomatopoeia uses made-up words:
+Tlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.
+—From Alfred Noyes, ""The Highwayman""
+Sometimes the onomatopoeia uses real words:
+Hark! the honey bee is humming.
+—From Mary Howitt, ""The Voice of Spring"" | Solution: This poem uses end rhyme. Its rhymes come at the end of its lines.
+Flecked with purple, a pretty sight:
+Spink, spank, spink."
+"Question: Which logical fallacy is used in the text?
+Victor is not qualified to run the Environmental Club. Have you seen his sister's huge, horrifically inefficient car? The planet cries whenever she turns on the ignition. | Choices: [guilt by association: a negative association intended to discredit someone or something, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, false dichotomy: an argument that presents only two choices when more options exist] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Victor isn't qualified to run the Environmental Club because his sister drives a fuel inefficient car. However, the behavior of Victor's sister does not necessarily reflect Victor's own behavior. This illustrates a type of logical fallacy known as guilt by association."
+"Question: Which phrase has a more positive connotation? | Choices: [something special, something strange] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: Something special has a more positive connotation. Something special is unusual, but in a good way. Something strange is unusual, but in a bad way."
+"Question: Which press release is more formal? | Choices: [On November 19, the Castroville Amphitheater will host area musicians vying for top honors in the fourth annual Jam-a-thon., On Nov. 19, musicians from all over town will battle it out in the fourth annual Jam-a-thon, happening at the amphitheater.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second press release is more formal. It uses more elevated language (area musicians, top honors). The other press release uses idioms (battle it out) and abbreviations (Nov.)."
+"Question: Which type of sentence is this?
+Danny took several incredible panoramic photographs of the sweeping view from the top of Table Mountain. | Choices: [simple, compound, compound-complex, complex] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is simple. It is a single independent clause.
+Danny took several incredible panoramic photographs of the sweeping view from the top of Table Mountain."
+"Question: What do these two changes have in common?
+rust forming on a metal gate
+photosynthesis | Choices: [Both are only physical changes., Both are caused by cooling., Both are chemical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Rust forming on a metal gate is a chemical change. As the gate rusts, the metal turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.
+Photosynthesis is a chemical change. Plants make sugar using carbon dioxide, water, and energy from sunlight.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Complete the sentence.
+A conifer's cones make (). | Choices: [seeds, flowers, needles] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Describe and construct conifer life cycles | Lecture: Conifers are plants that grow cones. Conifers use their cones to reproduce, or make new plants like themselves. How do conifers use their cones to reproduce?
+Conifers can grow male and female cones. Male cones make pollen, and female cones make eggs. Pollination is what happens when wind blows pollen from male cones onto female cones. After pollination, sperm from the pollen can combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.
+The seeds can fall out of the cones and land on the ground. When a seed lands on the ground, it can germinate, or start to grow into a new plant. | Solution: Conifers use their cones to make seeds. Seeds grow inside the female cones.
+Many conifers have thin pointed leaves called needles. Cones do not make needles.
+Conifers do not have flowers."
+"Question: Which tense does the sentence use?
+The kids will toss the ball to each other. | Choices: [present tense, past tense, future tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, toss. The verb tells you about something that is going to happen."
+"Question: Compare the motion of three ships. Which ship was moving at the lowest speed? | Choices: [a ship that moved 230miles east in 10hours, a ship that moved 220miles south in 10hours, a ship that moved 240miles west in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each ship moved and the time it took to move that distance. The direction each ship moved does not affect its speed.
+Notice that each ship moved for 10 hours. The ship that moved 220 miles moved the shortest distance in that time. So, that ship must have moved at the lowest speed."
+"Question: Select the one substance that is not a mineral. | Choices: [Potassium feldspar is a pure substance. It is a solid., Magnetite is formed in nature. It is not made by living things., Bronze is made by humans. It is a solid.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Potassium feldspar is a mineral.
+Magnetite is a mineral.
+Bronze is made by humans. But minerals are not made by living things.
+So, bronze is not a mineral."
+"Question: The Declaration of Independence is one of the most famous documents in United States history. A declaration of independence is a document created by the people of one country to say they are no longer part of another country. Which of the following is an example of a declaration of independence? | Choices: [a document saying that the United States had won World War II, a document stating that the United States was no longer part of the British Empire, a document declaring that the United States would no longer allow slavery, a document describing the major laws of the federal government] | Task: closed choice | Subject: social science | Grade: grade8 | Topic: us-history | Skill: Source analysis: the Declaration of Independence | Lecture: nan | Solution: A declaration of independence is a document that states that the people of one country will no longer be part of another country. So, the United States's Declaration of Independence stated that the people of the United States would no longer be part of the British Empire.
+Many people believe that the laws of the United States are in the Declaration of Independence, but that is not correct. Those laws are in the Constitution."
+"Question: Is there a surplus or a shortage of apple juice? | Choices: [shortage, surplus] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Identify shortage and surplus | Lecture: There is a surplus if there is too much for sale at a given price.
+There is a shortage if there is not enough for sale at a given price.
+Surpluses and shortages usually happen when people who are selling goods or services charge too much or too little.
+When the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.
+When the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage. | Solution: At the current price, there are too many bottles of apple juice for sale. There are 80 bottles for sale, but only 50 people want to buy one.
+So, there is a surplus of apple juice. The grocery store will not get any money for the leftover bottles. | Hint: A bottle of apple juice costs $3. The grocery store has 80 bottles for sale. At that price, 50 people want to buy one."
+"Question: What do these two changes have in common?
+a piece of avocado turning brown
+roasting a marshmallow over a campfire | Choices: [Both are caused by heating., Both are chemical changes., Both are caused by cooling., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A piece of avocado turning brown is a chemical change. The avocado reacts with oxygen in the air to form a different type of matter.
+If you scrape off the brown part of the avocado, the inside will still be green. The inside hasn't touched the air. So the chemical change hasn't happened to that part of the avocado.
+Roasting a marshmallow is a chemical change. The type of matter on the outside of the marshmallow changes. As a marshmallow is roasted, it turns brown and crispy.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Roasting is caused by heating. But a piece of avocado turning brown is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: How long does it take to make a sandwich? | Choices: [2 minutes, 2 hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to make a sandwich is 2 minutes.
+2 hours is too slow. | Hint: Select the better estimate."
+"Question: Complete the sentence.
+Plants making food from sunlight, air, and water is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+A change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. | Solution: Plants making food is a chemical change. Plants use energy from sunlight to change air and water into food. The food is sugar. Sugar is a different type of matter than air or water."
+"Question: Which correctly shows the title of a movie? | Choices: [""The Hunt for Red October"", ***The Hunt for Red October***] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A movie should be in italics.
+The correct title is **The Hunt for Red October**."
+"Question: What does the verbal irony in this text suggest?
+""Someone had better turn on the heat,"" Leah said, sweat glistening on her face. | Choices: [The temperature was too warm., The temperature was too cool.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Someone had better turn on the heat ironically suggests that the temperature was too warm. Leah did not think that more heat was needed; she was already sweating."
+"Question: Is the following trait inherited or acquired?
+Mitch has naturally curly hair. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Some humans are born with naturally curly hair. Others are born with naturally straight hair. Curly and straight are examples of hair texture.
+Some people decide to change how their hair looks. But this doesn't affect the natural texture of their hair. So, having naturally curly hair is an inherited trait."
+"Question: Would you find the word wardrobe on a dictionary page with the following guide words?
+wharf - wisdom | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since wardrobe is not between the guide words wharf - wisdom, it would not be found on that page."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [If Denise's skirt doesn't match the blouse, she will have to exchange the blouse for another item., If Denise's skirt doesn't match the blouse, she will have to exchange it for another item.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun it could refer to Denise's skirt or the blouse.
+The first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the blouse.
+If Denise's skirt doesn't match the blouse, she will have to exchange the blouse for another item."
+"Question: Based on this information, what is this Channel catfish's genotype for the body color gene? | Choices: [BB, a brown body] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. The Channel catfish has two alleles for a brown body (B). So, the catfish's genotype for the body color gene is BB. | Hint: In a group of Channel catfish, some individuals have a brown body and others have a white body. In this group, the gene for the body color trait has two alleles. The allele B is for a brown body, and the allele b is for a white body.
+A certain Channel catfish from this group has a brown body. This catfish has two alleles for a brown body."
+"Question: Which would stretch more? | Choices: [glass marbles, rubber balloons] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Stretchy is a property. A stretchy material gets longer when you pull on it.
+Look at each picture, one at a time. Imagine pulling on the material shown in each picture.
+Of the choices, the rubber balloons would stretch more. If you pull on a rubber balloon, it will get longer."
+"Question: The movers lift the boxes at the same speed. Which box is lifted with a larger force? | Choices: [a box holding 39 pounds, a box holding 27 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the box that is heavier.
+A box holding 39 pounds is heavier than a box holding 27 pounds. So, the box holding 39 pounds needs a larger force to start moving upward at the same speed as the other box. | Hint: Two movers are putting heavy boxes into their truck. The boxes are the same shape and size. Each mover lifts one box up into the truck at a time."
+"Question: Which word would you find on a dictionary page with the following guide words?
+berry - bucket | Choices: [brass, bath] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since brass is between the guide words berry - bucket, it would be found on that page."
+"Question: What kind of sentence is this?
+Please let me know how I can be of service. | Choices: [imperative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence makes a request, so it is an imperative sentence. Here, it ends with a period."
+"Question: According to Newton's third law, what other force must be happening? | Choices: [The door is pulling on Kelsey's hand., The door is pushing on Kelsey's hand.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Predict forces using Newton's third law | Lecture: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
+For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Solution: Kelsey's hand is pushing on the door. So, Newton's third law tells you that the door is pushing on Kelsey's hand. | Hint: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
+Consider the following force:
+Kelsey's hand is pushing on a door."
+"Question: Which is softer? | Choices: [metal garbage can, nylon shorts] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Soft is a property. A soft material changes shape when you press on it.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the nylon shorts are softer. Nylon fabric changes shape when you press on it."
+"Question: Compare the motion of two motorboats. Which motorboat was moving at a higher speed? | Choices: [a motorboat that moved 180kilometers in 5hours, a motorboat that moved 340kilometers in 5hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each motorboat moved and the time it took to move that distance.
+One motorboat moved 340 kilometers in 5 hours.
+The other motorboat moved 180 kilometers in 5 hours.
+Notice that each motorboat spent the same amount of time moving. The motorboat that moved 340 kilometers moved a farther distance in that time. So, that motorboat must have moved at a higher speed."
+"Question: Suppose Nicholas decides to join the Theater Club. Which result would be a cost? | Choices: [Nicholas will give up the chance to be in the Photography Club. He would have had more fun in the Photography Club than in the Theater Club., Nicholas will save some time. He would have spent more time in the Photography Club than in the Theater Club.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Nicholas wants or needs:
+Nicholas will give up the chance to be in the Photography Club. He would have had more fun in the Photography Club than in the Theater Club. | Hint: Nicholas is deciding whether to join the Photography Club or the Theater Club at school. He wants the club he joins to be fun. But he doesn't want it to take up too much time."
+"Question: What kind of sentence is this?
+Please hold your applause until all performers have concluded their acts. | Choices: [interrogative, imperative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement and always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An interrogative sentence asks a question and always ends with a question mark.
+Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
+An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence makes a request, so it is an imperative sentence. Here, it ends with a period."
+"Question: Which text uses the word nauseous in its traditional sense? | Choices: [Everyone seemed to enjoy the magnolia-scented candle, but it made Tommy feel rather nauseous., Everyone seemed to enjoy the magnolia-scented candle, but Tommy found the smell rather nauseous.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses nauseous in its traditional sense: causing disgust or nausea.
+Everyone seemed to enjoy the magnolia-scented candle, but Tommy found the smell rather nauseous.
+The second text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.
+Everyone seemed to enjoy the magnolia-scented candle, but it made Tommy feel rather nauseous.
+Most style guides recommend to use the traditional sense of the word nauseous because it is considered more standard."
+"Question: Based on this information, what is Pandora's phenotype for the coat pattern trait? | Choices: [a black coat, Aa] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Pandora's observable version of the coat pattern trait is a black coat. So, Pandora's phenotype for the coat pattern trait is a black coat. | Hint: In a group of jaguars, some individuals have a black coat and others have a spotted coat. In this group, the gene for the coat pattern trait has two alleles. The allele A is for a black coat, and the allele a is for a spotted coat.
+Pandora, a jaguar from this group, has a black coat. Pandora has one allele for a black coat and one allele for a spotted coat."
+"Question: Assume all other forces on Rita are balanced. Which statement describes the forces on Rita? | Choices: [The forces are balanced, so there is no net force on Rita., The forces are unbalanced, so there is a net force on Rita.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Balanced and unbalanced forces | Lecture: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
+When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
+When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | Solution: To determine if there is a net force on Rita, look at the forces:
+Earth's gravity is pulling Rita down with a force of 600 N.
+The seat of the cart is pushing Rita up with a force of 1,200 N.
+The forces are in opposite directions, and the forces have different magnitudes: 600 N and 1,200 N. This means that the forces are unbalanced, so there is a net force on Rita. | Hint: Rita is sitting on a roller coaster cart as it reaches the bottom of a big loop. Earth's gravity is pulling down on Rita with a force of 600N. The seat of the cart is pushing up on Rita with a force of 1,200N."
+"Question: Which logical fallacy is used in the text?
+Never lend money to your friends. Before long, they'll start treating you like an ATM. | Choices: [slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, guilt by association: a negative association intended to discredit someone or something, circular reasoning: an argument that supports a claim with the claim itself] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that lending money to your friends will lead to constant demands for money. However, this argument offers only an extreme outcome and ignores other possible outcomes. For instance, you may lend money to a friend in a special circumstance without it changing your other friends' behavior. This illustrates a type of logical fallacy known as the slippery slope fallacy."
+"Question: Which sentence states a fact? | Choices: [The plastic toothbrush was one of the most brilliant inventions in the history of the world., Centuries ago, the Chinese invented the toothbrush by attaching pig hairs to a bamboo handle.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
+The flag of the United States has 13 stripes.
+This is a fact. It can be proved by looking at the flag and counting the number of stripes.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+The flag of the United States is easy to draw.
+This is an opinion. People may have different opinions about what makes a flag ""easy"" to draw. | Solution: The second sentence states a fact.
+Centuries ago, the Chinese invented the toothbrush by attaching pig hairs to a bamboo handle.
+It can be proved by looking up the history of toothbrushes.
+The first sentence states an opinion.
+The plastic toothbrush was one of the most brilliant inventions in the history of the world.
+Most brilliant shows what a person believes, thinks, or feels. Another person might have a different opinion about whether the toothbrush was a brilliant invention."
+"Question: Which correctly shows the title of a movie? | Choices: [everything but the Best, Everything but the Best] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The words but and the are not important, so they should not be capitalized.
+The correct title is Everything but the Best."
+"Question: Select the one animal that has all of the insect traits listed above. | Choices: [Monarch butterflies have an exoskeleton and six legs. Monarch butterflies use their wings to migrate, or travel back and forth, across thousands of miles every year. They fly from Canada or the United States to Mexico in the late summer and fall. Monarch butterflies use their one pair of antennae to help keep them flying in the right direction., Trichina worms have soft, thin bodies. They have a cylindrical shape and do not have limbs. Trichina worms are not made up of segments. They can infect and feed off of humans, pigs, and other mammals.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify animals | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Insects have the following traits:
+They have six legs.
+They have an exoskeleton.
+They have one pair of antennae.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A monarch butterfly has the following traits:
+It has six legs.
+It has an exoskeleton.
+It has one pair of antennae.
+A monarch butterfly has the traits of an insect. A monarch butterfly is an insect.
+A trichina worm has the following traits:
+A trichina worm does not have all of the traits of an insect. A trichina worm is a roundworm. | Hint: Insects are a group of animals with similar traits. The following traits can be used to identify insects:
+They have six legs.
+They have an exoskeleton.
+They have one pair of antennae. Observe the animals and read the descriptions."
+"Question: Which announcement is more formal? | Choices: [The Fairfax Law Firm is pleased to announce . . ., The Fairfax Law Firm is so happy to tell you . . .] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second announcement is more formal. It uses more elevated language (pleased to announce). The other announcement sounds more conversational (so happy)."
+"Question: What information supports the conclusion that Levi inherited this trait? | Choices: [Levi's biological mother has long hair. Levi also has long hair., Levi's biological parents have wavy hair., Levi uses a headband to keep his wavy hair out of his face.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Levi has wavy hair."
+"Question: Which type of sentence is this?
+Adam always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor. | Choices: [compound-complex, simple, complex, compound] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+Adam always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor."
+"Question: Suppose Harper decides to borrow the book from the library. Which result would be a cost? | Choices: [Harper will give up the chance to keep the book as long as she wants., Harper will save some money by not buying the book.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Harper wants or needs:
+Harper will give up the chance to keep the book as long as she wants. | Hint: Harper is deciding whether to buy a copy of a book or borrow it from the library. She would like to be able to keep the book as long as she wants, but buying the book would cost money. She could borrow the book for free, but she would have to return it in a few weeks."
+"Question: Based on this information, what is Clyde's phenotype for the coat pattern trait? | Choices: [white spots, solid coloring] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine Clyde's phenotype for the coat pattern trait. First, consider the alleles in Clyde's genotype for the coat pattern gene. Then, decide whether these alleles are dominant or recessive.
+The allele for solid coloring (A) is dominant over the allele for white spots (a). This means A is a dominant allele, and a is a recessive allele.
+Clyde's genotype of Aa has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Clyde's phenotype for the coat pattern trait must be solid coloring. | Hint: In a group of cows, some individuals have solid coloring and others have white spots. In this group, the gene for the coat pattern trait has two alleles. The allele for solid coloring (A) is dominant over the allele for white spots (a).
+Clyde is a cow from this group. Clyde has the heterozygous genotype Aa for the coat pattern gene."
+"Question: Which sentence is more formal? | Choices: [Museum members get ten percent off the things they buy in the museum gift shop., Museum members receive a ten-percent discount on all items purchased at the museum gift shop.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The second sentence is less formal. You can tell because it uses overly simple or imprecise language (get, things).
+The first sentence uses more precise language, so it is more formal overall."
+"Question: Is the following trait inherited or acquired?
+Colin has a scar on his left hand. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: What is the mass of a cherry pie? | Choices: [3 tons, 3 ounces, 3 pounds] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a cherry pie is 3 pounds.
+3 ounces is too light and 3 tons is too heavy. | Hint: Select the best estimate."
+"Question: Would you find the word upset on a dictionary page with the following guide words?
+unhappy - usual | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since upset is between the guide words unhappy - usual, it would be found on that page."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Marco,, dear Marco,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Marco is capitalized because it is a proper noun."
+"Question: What is the source of the allusion in the sentence below?
+From the look on her face, Layla is carrying an albatross around her neck. | Choices: [Egyptian history, a poem] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion an albatross around her neck is a poem.
+In Samuel Taylor Coleridge's poem ""The Rime of the Ancient Mariner,"" a sailor shoots and kills an albatross, an action that curses the ship and crew. As his crew members die, the Ancient Mariner feels his guilt hanging like the albatross around his neck.
+The allusion an albatross around her neck means a burden a person must bear."
+"Question: Is the following trait inherited or acquired?
+Lindsey can ride a bicycle. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to ride a bicycle. Instead, many people learn how to ride. So, riding a bicycle is an acquired trait."
+"Question: Which professional objective on a résumé is more formal? | Choices: [I seek a position in the beauty field with an emphasis on client relations and sales., I would really enjoy being a makeup artist and selling makeup, too.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second professional objective on a résumé is more formal. It uses more elevated language (a position in the beauty field, an emphasis on client relations). The other professional objective sounds more imprecise (really enjoy) and conversational."
+"Question: Based on this information, what is Odette's phenotype for the leg color trait? | Choices: [Ll, white legs] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Odette's observable version of the leg color trait is white legs. So, Odette's phenotype for the leg color trait is white legs. | Hint: In a group of chickens, some individuals have white legs and others have yellow legs. In this group, the gene for the leg color trait has two alleles. The allele L is for white legs, and the allele l is for yellow legs.
+Odette, a chicken from this group, has white legs. Odette has one allele for white legs and one allele for yellow legs."
+"Question: Where was Thomas Jefferson from? | Choices: [Pennsylvania, Virginia, England, Canada] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: us-history | Skill: Thomas Jefferson | Lecture: nan | Solution: Thomas Jefferson was from Virginia.
+Virginia was a British colony when Thomas Jefferson was born. Virginia was the first of the Thirteen Colonies in North America. More colonists lived in Virginia than in any other British colony.
+Thomas Jefferson was not from England. England was a different part of the British Empire."
+"Question: What information supports the conclusion that Felix inherited this trait? | Choices: [Felix's biological mother often wears her naturally brown hair in a bun., Felix and his biological father have short hair., Felix and his siblings all have naturally straight hair.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Felix has naturally brown hair."
+"Question: Which figure of speech is used in this text?
+After spending weeks in New York City, Sophia was a bit unnerved by the deafening silence of her small hometown. | Choices: [euphemism, oxymoron] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Deafening silence is a contradiction, because deafening describes something extremely loud, and silence is the absence of sound."
+"Question: Would you find the word heed on a dictionary page with the following guide words?
+hang - hinge | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since heed is between the guide words hang - hinge, it would be found on that page."
+"Question: Which is a compound sentence? | Choices: [We can pack our bags tonight, or we can wait until morning., After dinner I brush my teeth very carefully.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction or.
+We can pack our bags tonight, or we can wait until morning."
+"Question: Which is a complete sentence? | Choices: [We danced for hours, we were tired., Kathleen spilled apple juice on the carpet.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Kathleen spilled apple juice on the carpet is a complete sentence. The subject is Kathleen, and the verb is spilled."
+"Question: What do these two changes have in common?
+peeling a banana
+carving a piece of wood | Choices: [Both are only physical changes., Both are caused by cooling., Both are chemical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Peeling a banana is a physical change. The peel is not covering the rest of the fruit anymore. But both the peel and the banana are still made of the same type of matter as before.
+Carving a piece of wood is a physical change. The wood changes shape, but it is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What do these two changes have in common?
+molding clay into the shape of a pot
+a rock heating up in a campfire | Choices: [Both are caused by cooling., Both are caused by heating., Both are chemical changes., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Molding clay into the shape of a pot is a physical change. The clay gets a different shape. But it is made of the same type of matter.
+A rock heating up in a campfire is a physical change. The temperature of the rock goes up, but the rock is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+A rock heating up in a campfire is caused by heating. But molding clay is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which word would you find on a dictionary page with the following guide words?
+scene - sped | Choices: [stallion, so] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since so is between the guide words scene - sped, it would be found on that page."
+"Question: Does this passage describe the weather or the climate?
+The wind is blowing in from the east in Newark, New Jersey, tonight. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+The wind is blowing in from the east in Newark, New Jersey, tonight.
+This passage tells you about the wind direction in Newark tonight. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Which is a complete sentence? | Choices: [Lucy spilled apple juice on the carpet., The judge talks about the new law, everyone listens.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Lucy spilled apple juice on the carpet is a complete sentence. The subject is Lucy, and the verb is spilled."
+"Question: Which figure of speech is used in this text?
+Brittany's phone slipped out of her pocket, landing in the toilet with a plop. | Choices: [verbal irony, onomatopoeia] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses onomatopoeia, a word that expresses a sound.
+Plop represents the sound of the phone landing in the toilet."
+"Question: Which figure of speech is used in this text?
+Patience is bitter, but its fruit is sweet!
+—Jean-Jacques Rousseau, Julie, or the New Heloise | Choices: [antithesis, anaphora] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses antithesis, the contrasting of opposing ideas within a parallel grammatical structure.
+Rousseau contrasts two parallel clauses, patience is bitter and fruit is sweet."
+"Question: Read the following text from a student essay. How can the writer best improve his or her sentence fluency?
+If I became student council president, I would make significant changes at my school. I would help my fellow students by being the voice of the student body and communicating openly and effectively with the principal, board of education, school faculty and staff, and parents. For example, I would make every effort to represent students' interests on issues such as mobile phones in the classroom, healthy lunch options in the cafeteria, and improved showers and lockers in our gymnasium. In addition, I would focus on organizing more social events for students, including talent shows, sports tournaments, fashion shows, dances with exciting themes, and battle of the band competitions. | Choices: [by varying sentence length, by combining sentences containing related information] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: When you review a fellow student's writing, try to make your feedback clear and specific. You can use questions such as the following to guide your feedback:
+Ideas and development: Does the writer express a clear main idea and develop it with evidence, examples, and analysis?
+Organization: Does the writer order ideas in a clear, logical way so that the ideas build on one another and are easy to follow?
+Sentence fluency: Do the writer's sentences vary in structure and length, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely, avoiding excessive repetition or inappropriate language to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer use accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her sentence fluency by varying sentence length.
+For example, the writer could shorten the underlined sentences to make the text read more smoothly.
+If I became student council president, I would make significant changes at my school. I would help my fellow students by being the voice of the student body and communicating openly and effectively with the principal, board of education, school faculty and staff, and parents. For example, I would make every effort to represent students' interests on issues such as mobile phones in the classroom, healthy lunch options in the cafeteria, and improved showers and lockers in our gymnasium. In addition, I would focus on organizing more social events for students, including talent shows, sports tournaments, fashion shows, dances with exciting themes, and battle of the band competitions."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [At lunchtime, John can often be found reading at his favorite café, where the servers provide unlimited coffee refills., At lunchtime, John can often be found reading at his favorite café, where they provide unlimited coffee refills.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.
+The second answer choice shows a possible correction for the vague pronoun reference. They has been replaced with the servers.
+At lunchtime, John can often be found reading at his favorite café, where the servers provide unlimited coffee refills."
+"Question: What kind of sentence is this?
+Polly felt intimidated by the steep cliff that she faced on her first rock-climbing adventure. | Choices: [interrogative, declarative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement and always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An interrogative sentence asks a question and always ends with a question mark.
+Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
+An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence is a statement and ends with a period. It is a declarative sentence."
+"Question: Is a computer a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a computer is a good or a service, ask these questions:
+Is a computer something you can touch? Yes.
+Is a computer a job you might pay someone else to do? No.
+So, a computer is a good."
+"Question: What information supports the conclusion that Bridgette acquired this trait? | Choices: [Bridgette is in the Air Force. She flies a plane almost every day., Bridgette can fly a plane on cloudy days and at night., A pilot taught Bridgette how to fly a plane.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Bridgette knows how to fly a plane."
+"Question: Which sentence states a fact? | Choices: [Ennio Morricone composed the music for the 1969 spaghetti western Once Upon a Time in the West., The 1969 spaghetti western Once Upon a Time in the West is director Sergio Leone's worst movie.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved by research or observation.
+Napoleon Bonaparte was shorter than King Louis XVI.
+The statement above is a fact. The statement can be proved by researching the height of each man and comparing them.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved.
+Napoleon Bonaparte was a better leader than King Louis XVI.
+The statement above is an opinion. People can have different ideas about what makes someone a ""better"" leader, so the statement cannot be proved. | Solution: The second sentence states a fact.
+Ennio Morricone composed the music for the 1969 spaghetti western Once Upon a Time in the West.
+It can be proved by looking up information about Ennio Morricone in a movie database.
+The first sentence states an opinion.
+The 1969 spaghetti western Once Upon a Time in the West is director Sergio Leone's worst movie.
+Worst shows what a person believes, thinks, or feels. Another person might have a different opinion about which movie is a director's best or worst."
+"Question: Which logical fallacy is used in the text?
+Mr. Delgado argues that we need to do more to prevent workplace injuries and fatalities. I doubt that someone so socially awkward would know a thing about office safety. | Choices: [ad hominem: a personal attack against one's opponent, appeal to nature: the assumption that natural things are always good] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that being socially awkward determines knowledge of workplace safety. This is a personal attack that isn't relevant to Mr. Delgado's desire to prevent workplace injuries. This illustrates a type of logical fallacy known as ad hominem."
+"Question: Which change best matches the sentence?
+The ground in an area shakes and trembles. | Choices: [earthquake, flood, erosion] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: Classify changes to Earth's surface I | Lecture: nan | Solution: nan"
+"Question: Complete the sentence so that it uses personification.
+The scenery () the art students, who admired it in appreciative silence. | Choices: [was inspiring to, spoke to] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the phrase spoke to. It describes the scenery as if it were a person who speaks."
+"Question: How long is a ladybug? | Choices: [10 kilometers, 10 millimeters, 10 centimeters, 10 meters] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a ladybug is 10 millimeters.
+10 centimeters, 10 meters, and 10 kilometers are all too long. | Hint: Select the best estimate."
+"Question: Which word does not rhyme? | Choices: [seat, life, heat] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the ip sound.
+The words lake and make rhyme. They both end with the ake sound.
+The words tip and lake don't rhyme. They end with different sounds. | Solution: The words seat and heat rhyme. They both end with the eat sound.
+The word life does not rhyme. It ends with a different sound."
+"Question: Which logical fallacy is used in the text?
+Don't feel bad about serving your children that sweet fruit punch with high fructose corn syrup in it. It's derived from real corn, so it must not cause the same health problems as completely artificial sweeteners. | Choices: [guilt by association: a negative association intended to discredit someone or something, appeal to nature: the assumption that natural things are always good, straw man: a misrepresentation of an opponent's position that makes it easier to argue against] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that drinks with high fructose corn syrup aren't bad for you because high fructose corn syrup is derived from a natural ingredient. However, a sweetener isn't necessarily healthy just because it's derived from a natural ingredient. This illustrates a type of logical fallacy known as an appeal to nature."
+"Question: Complete the sentence so that it uses personification.
+As Michael rushed down the hill, the wind () his ears. | Choices: [sang in, rushed by] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the phrase sang in. It describes the wind as if it were a singer."
+"Question: Is the following trait inherited or acquired?
+Kurt is good at baking. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to bake. Instead, many people learn how to bake. So, baking is an acquired trait."
+"Question: Which is a simple sentence? | Choices: [If we hike Bright Angel Trail in the Grand Canyon, we won't see Mooney Falls., Mr. Joseph peeled the tangerine and divided it into sections.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the simple sentence. It is a single independent clause.
+Mr. Joseph peeled the tangerine and divided it into sections."
+"Question: Based on this information, what is Dusty's phenotype for the body hair trait? | Choices: [a hairless body, a hairy body] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Dusty's genotype for the body hair gene is bb. Dusty's genotype of bb has only b alleles. The b allele is for a hairless body. So, Dusty's phenotype for the body hair trait must be a hairless body.
+To check this answer, consider whether Dusty's alleles are dominant or recessive. The allele for a hairless body (b) is recessive to the allele for a hairy body (B). This means B is a dominant allele, and b is a recessive allele.
+Dusty's genotype of bb has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Dusty's phenotype for the body hair trait must be a hairless body. | Hint: In a group of cats, some individuals have a hairy body and others have a hairless body. In this group, the gene for the body hair trait has two alleles. The allele for a hairless body (b) is recessive to the allele for a hairy body (B).
+Dusty is a cat from this group. Dusty has the homozygous genotype bb for the body hair gene."
+"Question: How long does it take to tie your shoes? | Choices: [23 minutes, 23 seconds] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to tie your shoes is 23 seconds.
+23 minutes is too slow. | Hint: Select the better estimate."
+"Question: Using only these supplies, which question can Ian investigate with an experiment? | Choices: [Which of the three types of tomato seeds sprouts the fastest?, Does a certain kind of tomato plant grow taller when planted in a clay pot or in a plastic pot?, Which type of soil will cause a certain kind of tomato plant to grow the most fruit?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Ian and his classmates are growing tomato plants in the school garden. He wonders what factors affect how tomato plants grow. So, he decides to design an experiment. He has the following supplies available:
+three different types of tomato seeds
+one bag of potting soil
+five identical clay pots
+water"
+"Question: Which closing is correct for a letter? | Choices: [love,
+Robert, Love,
+Robert] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which word would you find on a dictionary page with the following guide words?
+welcome - worst | Choices: [whom, wait] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since whom is between the guide words welcome - worst, it would be found on that page."
+"Question: Using only these supplies, which question can Alexandra investigate with an experiment? | Choices: [Does dark chocolate or white chocolate melt faster when heated on the stove?, Does milk chocolate melt faster when heated in a microwave or on a stove?, Does milk chocolate or dark chocolate melt faster when heated on the stove?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Alexandra leaves some chocolates in her jacket pocket. When she finds the chocolates later, she notices that some of them have melted. She wonders what factors affect how quickly chocolate melts. So, she decides to design an experiment. She has the following supplies available:
+one bar of milk chocolate
+one bar of dark chocolate
+a stove
+a pot"
+"Question: What do these two changes have in common?
+making paper from wood
+silver jewelry tarnishing | Choices: [Both are caused by cooling., Both are caused by heating., Both are only physical changes., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Making paper from wood is a chemical change. Paper is made by mixing tiny pieces of wood with special chemicals. The wood reacts with the chemicals to form pulp. Wood and pulp are different types of matter.
+Metal turning less shiny over time is called tarnishing. Silver jewelry tarnishing is a chemical change. The silver reacts with sulfur in the air to form black tarnish. The tarnish is a different type of matter that was not there before the change.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which would stretch more? | Choices: [brick path, wool hat] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Stretchy is a property. A stretchy material gets longer when you pull on it.
+Look at each picture, one at a time. Imagine pulling on the material shown in each picture.
+Of the choices, the wool hat would stretch more. If you pull the sides of a wool hat, it will get wider."
+"Question: Select the vertebrate. | Choices: [opossum, bess beetle, rock lobster, fireworm] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A bess beetle is an insect. Like other insects, a bess beetle is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A rock lobster is a crustacean. Like other crustaceans, a rock lobster is an invertebrate. It does not have a backbone. It has an exoskeleton.
+An opossum is a mammal. Like other mammals, an opossum is a vertebrate. It has a backbone.
+A fireworm is a worm. Like other worms, a fireworm is an invertebrate. It does not have a backbone. It has a soft body. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Select the vertebrate. | Choices: [mole, hissing cockroach, fly, grasshopper] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A fly is an insect. Like other insects, a fly is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A grasshopper is an insect. Like other insects, a grasshopper is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A mole is a mammal. Like other mammals, a mole is a vertebrate. It has a backbone.
+A hissing cockroach is an insect. Like other insects, a hissing cockroach is an invertebrate. It does not have a backbone. It has an exoskeleton. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Which text uses the word disinterested in its traditional sense? | Choices: [Francesca is happy with her position as class treasurer. Though she would have the support of the student council, she is disinterested in running for student body president., Francesca is excellent in her position as class treasurer. She always manages to be disinterested in student council debates about the allocation of extracurricular funds.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses disinterested in its traditional sense: unbiased or impartial.
+Francesca is excellent in her position as class treasurer. She always manages to be disinterested in student council debates about the allocation of extracurricular funds.
+The second text uses disinterested in its nontraditional sense: uninterested or indifferent.
+Francesca is happy with her position as class treasurer. Though she would have the support of the student council, she is disinterested in running for student body president.
+Most style guides recommend to use the traditional sense of the word disinterested because it is considered more standard."
+"Question: What does the allusion in this text suggest?
+Liam seems to have the Midas touch. Without any special experience or training, he launched a thriving business and then established a well-respected charity. | Choices: [Liam is successful at all that he does., Liam has a hands-on approach to his work.] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+The allusion the Midas touch suggests that Liam is successful at all that he does. In Greek mythology, King Midas has the power to turn anything he touches into gold, easily creating value from nothing."
+"Question: What is the source of the allusion in the sentence below?
+""Edward's personality is very Jekyll and Hyde,"" Christine told her brother. | Choices: [literature, a song] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Jekyll and Hyde is literature.
+Robert Louis Stevenson's popular Victorian novella Dr. Jekyll and Mr. Hyde tells the story of a man with two distinct personalities. Known to the world as a kind and highly respected doctor, at night he transforms into a monstrous person.
+The allusion Jekyll and Hyde means kind then cruel."
+"Question: Which object has more thermal energy? | Choices: [a 100-gram glass of apple juice at a temperature of 50°F, a 100-gram glass of apple juice at a temperature of 75°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two glasses of apple juice have the same mass but different temperatures. Since the 75°F glass of apple juice is hotter than the 50°F glass of apple juice, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Complete the sentence.
+According to the Ninth Amendment, the Constitution lists () of the rights of the American people. | Choices: [none, some, all] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: civics | Skill: The Bill of Rights | Lecture: nan | Solution: The Ninth Amendment says that the Constitution lists only some of the rights of the American people. In other words, people have rights other than the ones listed in the Constitution. Even if the Constitution doesn't list a right, the right might still exist. The Bill of Rights lists some rights. But it is not meant to be a complete list of all rights. The full text of the Ninth Amendment is below. The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people."
+"Question: Which closing is correct for a letter? | Choices: [Thank You,
+Brenda, Thank you,
+Brenda] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which type of sentence is this?
+An avid reader, Liam attends weekly book club meetings, and he finishes several novels every month. | Choices: [compound, simple, complex, compound-complex] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+An avid reader, Liam attends weekly book club meetings, and he finishes several novels every month."
+"Question: Which type of sentence is this?
+Justin took several incredible panoramic photographs of the sweeping view from the top of Table Mountain. | Choices: [compound-complex, simple, compound, complex] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is simple. It is a single independent clause.
+Justin took several incredible panoramic photographs of the sweeping view from the top of Table Mountain."
+"Question: What does the euphemism in this text suggest?
+Herman is big-boned, so despite being in middle school, he often shops in the men's department. | Choices: [Herman is overweight., Herman is tall for his age.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Interpret the figure of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The euphemism big-boned suggests that Herman is overweight."
+"Question: Which logical fallacy is used in the text?
+Sally never lies. She told me herself, so it must be true. | Choices: [false causation: the assumption that because two things happened together, one caused the other, circular reasoning: an argument that supports a claim with the claim itself] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Sally is telling the truth because she says she never lies. However, the ""evidence"" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning."
+"Question: According to Newton's third law, what other force must be happening? | Choices: [The suitcase is pushing on Terrell., The suitcase is pulling on Terrell.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Predict forces using Newton's third law | Lecture: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
+For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Solution: Terrell is pulling on the suitcase. So, Newton's third law tells you that the suitcase is pulling on Terrell. | Hint: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
+Consider the following force:
+Terrell is pulling on a full suitcase."
+"Question: How long is a bus route across a small town? | Choices: [3 inches, 3 yards, 3 feet, 3 miles] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a bus route across a small town is 3 miles.
+3 inches, 3 feet, and 3 yards are all too short. | Hint: Select the best estimate."
+"Question: Which statement describes the sled's motion? | Choices: [The sled has a constant velocity., The sled is accelerating.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Identify whether objects are accelerating | Lecture: An object's velocity describes its speed and its direction.
+An object has a constant velocity when neither its speed nor its direction is changing. So, an object has a constant velocity when the object is:
+moving in a straight line at a constant speed, or
+remaining motionless.
+If an object does not have a constant velocity, the object is accelerating. An object is accelerating when either its speed or its direction is changing. So, an object is accelerating when the object is:
+speeding up,
+slowing down, or
+changing direction. | Solution: The sled is slowing down. So, the sled is accelerating. | Hint: A sled is slowing down at the bottom of a snowy hill."
+"Question: Complete the sentence.
+Crushing a mineral into powder is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Crushing a mineral into powder is a physical change. The mineral breaks into tiny pieces. But it is still made of the same type of matter."
+"Question: Complete the statement. Assume that the ball's mass did not change.
+The gravitational potential energy stored between the ball and Earth () as the ball rolled along the lane. | Choices: [decreased, increased, stayed the same] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the ball and the center of Earth changed.
+Because the bowling lane was flat, each point on the lane was the same distance from the center of Earth. As the ball rolled along the lane, the distance between the ball and the center of Earth stayed the same. So, the gravitational potential energy stored between the ball and Earth stayed the same as the ball rolled along the lane. | Hint: Read the text about an object in motion.
+Gabrielle went bowling with some friends. She rolled her ball along the flat bowling lane toward the pins."
+"Question: What is the source of the allusion in the sentence below?
+Nicholas's remark about your new car is clearly a case of sour grapes. | Choices: [British history, a fable] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion sour grapes is a fable.
+In the fable ""The Fox and the Grapes,"" a fox tries unsuccessfully to reach a bunch of grapes. Because he cannot reach them and therefore cannot eat them, he tells himself that they must be sour.
+The allusion sour grapes means criticizing something because you can't have it."
+"Question: Which organizational structure does this text primarily use? | Choices: [compare-contrast, cause-effect] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Identify text structures | Lecture: Authors use different text structures to organize their ideas in writing. Learning to identify these structures will help you to understand the relationships between ideas in informational texts. You can also use these structures to organize your own writing.
+A cause-effect structure presents the causes and the effects of a particular event, trend, or situation. This structure often uses words and phrases such as because, since, as a result, due to, or consequently.
+A compare-contrast structure presents similarities (comparisons) and differences (contrasts) between two or more things. This structure often uses words and phrases such as like, similarly, or in the same way (for comparing) or on the other hand, in contrast, or unlike (for contrasting).
+A problem-solution structure presents a problem and suggests one or more possible solutions. This structure often uses words such as issue, question, puzzle, propose, and answer.
+A sequential structure describes a series of events that happens in a certain order. This structure often uses specific dates and times or words such as first, next, during, finally, and while. | Solution: The text uses a compare-contrast structure to show differences between antlers and horns. In the text, certain words and phrases help to organize ideas in a compare-contrast structure. Notice the words unlike and nor. | Hint: Read the text.
+The males of the Cervidae (deer) family, such as elk, moose, deer, and caribou, grow antlers on their heads. Caribou are the only species in which the females also have antlers. Antlers are branched structures made of bone. Most antlered animals shed them annually in the fall or winter and then grow new antlers in the spring. Horns, unlike antlers, don't fall off but continue to grow throughout the animal's life. Further, horns aren't branched, nor are they made entirely of bone. Horns contain a bony core that is covered with a sheath of keratin, similar to the material of fingernails. Horned animals, which include sheep, cows, bison, and goats, are in the Bovidae family. In many Bovidae species, both females and males have horns."
+"Question: How long is a guitar? | Choices: [34 inches, 34 feet] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?
+The number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.
+There are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.
+There are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. | Solution: The better estimate for the length of a guitar is 34 inches.
+34 feet is too long. | Hint: Select the better estimate."
+"Question: Which tense does the sentence use?
+Molly throws the ball into the hoop. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, throws. The verb ends in -s and tells you about something that is true or happening now."
+"Question: Which sentence states a fact? | Choices: [Polar bears are generally cuter than black bears., Black bears are generally smaller than polar bears.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The second sentence states a fact.
+Black bears are generally smaller than polar bears.
+It can be proved by comparing the sizes of black bears and polar bears.
+The first sentence states an opinion.
+Polar bears are generally cuter than black bears.
+Cuter shows what a person believes, thinks, or feels. Another person might have a different opinion about what is cute."
+"Question: What information supports the conclusion that Tracy inherited this trait? | Choices: [Tracy's parents have dark skin. They passed down this trait to Tracy., Tracy and her father both have dark hair.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Tracy has dark skin."
+"Question: The city of Millersburg has been one of the world's biggest makers of cough drops for many years. But last month, Millersburg's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops? | Choices: [The supply will probably go down., The supply will probably go up.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Floods destroyed the cough drop factories in Millersburg. The number of producers of cough drops went down. So, the supply of cough drops will probably go down."
+"Question: Complete the sentence.
+In this case, the program is a () source because it (). | Choices: [secondary . . . was made in the 2000s by historians researching African American baseball leagues, primary . . . was made for fans at an African American league baseball game in the mid-1900s] | Task: closed choice | Subject: social science | Grade: grade6 | Topic: world-history | Skill: Identify primary and secondary sources | Lecture: To learn about the past, historians look at many different sources. Sources are books, documents, pictures, or other materials that provide evidence about the past.
+The sources that historians use fall into two categories: primary sources and secondary sources. The category for a source can change depending on what the historian is trying to learn, who created the source, and when it was created.
+The table below shows some common characteristics of primary and secondary sources.
+ | Primary source | Secondary sources
+Description | firsthand accounts of a historical event that the historian is studying | secondhand accounts of a historical event that the historian is studying; sources that interpret or analyze many primary sources
+Author | usually created or used by a person who participated in the event | usually created by someone who did not participate in the event
+Date | usually created at or around the time of the event | usually created after the event
+Common examples | speeches; diaries; letters; photographs; artifacts such as household objects; exact copies of sources or artifacts; | textbooks; history books; documentary (non-fiction) films; articles by historians; museum exhibits
+Some sources are neither primary nor secondary sources because they do not provide historical information about the topic being studied. For example, a historian would not use a historical novel to learn about an event. Other sources may not relate to a historian's goal. | Solution: Keep in mind that you are trying to learn about African American baseball leagues in the mid-1900 s.
+In this case, the program is a primary source. It is from the time period and was used by people who participated in the historical event. | Hint: Historians use different kinds of sources to study the past. Sources are books, documents, pictures, or other materials that provide evidence about the past. Primary sources are usually firsthand accounts and are usually created at the time that an event takes place. Secondary sources are usually secondhand accounts, are usually created later in time, and are based on a variety of primary sources.
+Imagine that you are a historian who wants to learn more about African American baseball leagues in the mid-1900s. You find the source described below. Read the description of the source. Then complete the sentence below.
+A program was given to people who attended a baseball game between the Indianapolis Clowns and the Kansas City Monarchs in the 1950s. These teams played in an African American baseball league."
+"Question: Is the following trait inherited or acquired?
+Jessica has naturally curly hair. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Some humans are born with naturally curly hair. Others are born with naturally straight hair. Curly and straight are examples of hair texture.
+Some people decide to change how their hair looks. But this doesn't affect the natural texture of their hair. So, having naturally curly hair is an inherited trait."
+"Question: What information supports the conclusion that Tyler acquired this trait? | Choices: [Tyler's scar was caused by an accident. He cut his leg when he fell off his skateboard., Tyler's scar is on his left knee. His mother also has a scar on her left knee., Tyler's brother has scars on both of his knees.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Tyler has a scar on his left knee."
+"Question: What does the Ninth Amendment say about rights that are not listed in the Constitution? | Choices: [People have rights other than the ones listed in the Constitution., People do not have any rights except the ones listed in the Constitution.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: civics | Skill: The Bill of Rights | Lecture: nan | Solution: The Ninth Amendment says that people have rights other than the ones listed in the Constitution. The amendment says that even if the Constitution doesn't list a right, the right might still exist. The Bill of Rights lists some rights. But it is not meant to be a complete list of all rights. The full text of the Ninth Amendment is below. The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people."
+"Question: Based on this information, what is Gumdrop's phenotype for the fur color trait? | Choices: [ff, brown fur] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Gumdrop's observable version of the fur color trait is brown fur. So, Gumdrop's phenotype for the fur color trait is brown fur. | Hint: In a group of rabbits, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele F is for black fur, and the allele f is for brown fur.
+Gumdrop, a rabbit from this group, has brown fur. Gumdrop has two alleles for brown fur."
+"Question: Complete the sentence.
+ Paul Revere played an important role in (). | Choices: [the American Revolution, the Mayflower voyage, the Civil War, World War II] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: us-history | Skill: Paul Revere | Lecture: nan | Solution: Paul Revere played an important role in the American Revolution. The American Revolution took place between 1765 and 1783.
+Americans fought the revolution to win freedom from Great Britain. Men and women who fought for freedom from British rule were called Patriots. Paul Revere was one of the most famous Patriots."
+"Question: Suppose Paul decides to borrow the book from the library. Which result would be a cost? | Choices: [Paul will give up the chance to keep the book as long as he wants., Paul will save some money by not buying the book.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Paul wants or needs:
+Paul will give up the chance to keep the book as long as he wants. | Hint: Paul is deciding whether to buy a copy of a book or borrow it from the library. He would like to be able to keep the book as long as he wants, but buying the book would cost money. He could borrow the book for free, but he would have to return it in a few weeks."
+"Question: Select the solid. | Choices: [crown, wet paint, water in a fishbowl] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Identify solids, liquids, and gases | Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a shape of its own.
+Some solids can be bent or broken easily. Others are hard to bend or break.
+A glass cup is a solid. A sock is also a solid.
+When matter is a liquid, it takes the shape of its container.
+Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
+Juice is a liquid. Honey is also a liquid.
+When matter is a gas, it spreads out to fill a space.
+Many gases are invisible. So, you can’t see them. Air is a gas. | Solution: Wet paint is a liquid. A liquid takes the shape of any container it is in. If you pour wet paint out of a can, the paint will change shape. But the wet paint will still take up the same amount of space.
+The water in a fishbowl is a liquid. A liquid takes the shape of any container it is in. If you pour water from a fishbowl into a different container, the water will take the shape of that container. But the water will still take up the same amount of space.
+A crown is a solid. A solid has a size and shape of its own. If you put a crown on your head, the crown will keep its shape."
+"Question: Which is a compound sentence? | Choices: [My pen pal and I have corresponded with each other for almost ten years, but we have never met in person., According to many scholars, the 1798 publication of Lyrical Ballads by Samuel Taylor Coleridge and William Wordsworth began the romantic period in English literature.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction but.
+My pen pal and I have corresponded with each other for almost ten years, but we have never met in person."
+"Question: What kind of sentence is this?
+In the game today, Kiara hit a home run with bases loaded! | Choices: [exclamatory, interrogative, declarative] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement and always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An interrogative sentence asks a question and always ends with a question mark.
+Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
+An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence is a statement that shows strong feeling and ends with an exclamation point. It is an exclamatory sentence."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Grandpa Gary,, Dear grandpa gary,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Grandpa Gary is capitalized because it is a proper noun."
+"Question: Suppose Scarlett decides to borrow the book from the library. Which result would be a cost? | Choices: [Scarlett will give up the chance to keep the book as long as she wants., Scarlett will save some money by not buying the book.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Scarlett wants or needs:
+Scarlett will give up the chance to keep the book as long as she wants. | Hint: Scarlett is deciding whether to buy a copy of a book or borrow it from the library. She would like to be able to keep the book as long as she wants, but buying the book would cost money. She could borrow the book for free, but she would have to return it in a few weeks."
+"Question: Select the living thing. | Choices: [boxwood shrub, swing set, house, helicopter] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
+All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
+All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A boxwood shrub is a living thing.
+Boxwood shrubs grow and respond to their environment. They need food and water. Boxwood shrubs are made up of many cells.
+People cut bushes and shrubs into decorative shapes called topiaries. Topiaries can be cut to look like animals, patterns, or other designs.
+A helicopter is not a living thing.
+A helicopter does not have all the traits of a living thing. It needs energy to fly, but it does not eat food. Helicopters get energy from gasoline or other fuel. They do not grow.
+A house is not a living thing.
+Houses do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
+A swing set is not a living thing.
+Swing sets do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water."
+"Question: Choose the poem that uses repetition. | Choices: [The lonely bridge cuts dark across the marsh
+Whose long pools glow with the light
+Of a flaming summer sunset.
+At this end limp bushes overhang,
+Palely reflected in the amber-colored water., I see the tracks of the railroads of the earth;
+I see them welding State to State, city to city, through North America;
+I see them in Great Britain, I see them in Europe;
+I see them in Asia and in Africa.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reading-comprehension | Skill: Identify elements of poetry | Lecture: Poetry is a special kind of writing. It has many elements that make it different from ordinary writing. Knowing these elements can help you talk about poetry, understand it better, and enjoy it more.
+A poem rhymes when it has a pattern of words that end in the same sound.
+End rhyme is when the rhymes appear at the end of a poem's lines.
+Little Betty Blue,
+Lost her holiday shoe.
+—From Mother Goose
+Internal rhyme is when at least one of the rhyming words appears inside the poem's lines.
+Sweet dreams of pleasant streams.
+—From William Blake, ""A Cradle Song""
+Rhythm is the pattern of strong and weak syllables, or stress, in a poem. You can recognize rhythm in a poem by listening to how it sounds. Poems with regular rhythm have a beat, like in music.
+He watches from his mountain walls,
+And like a thunderbolt he falls.
+—From Alfred, Lord Tennyson, ""The Eagle""
+The syllables in bold are strong. We say them with more force than the other syllables. In this poem, every weak syllable is followed by a strong syllable. Each line sounds like da-DUM da-DUM da-DUM da-DUM. To better hear the rhythm, try reading it aloud while clapping on each strong syllable.
+Free verse is when a poem has neither a regular rhythm nor a rhyme pattern.
+The old bridge has a wrinkled face.
+He bends his back
+For us to go over.
+—From Hilda Conkling, ""The Old Bridge""
+The syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.
+Repetition is when words, phrases, or whole lines are repeated.
+The dainty flying squirrel
+In vest of shining white,
+In coat of silver gray,
+And vest of shining white.
+—Adapted from Mary E. Burt, ""The Flying Squirrel""
+Alliteration is when beginning consonant sounds are repeated in words that are close together.
+Where the wild men watched and waited
+Wolves in the forest, and bears in the bush.
+—From Bayard Taylor, ""A Night with a Wolf""
+Onomatopoeia is when language sounds like what it talks about.
+Sometimes the onomatopoeia uses made-up words:
+Tlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.
+—From Alfred Noyes, ""The Highwayman""
+Sometimes the onomatopoeia uses real words:
+Hark! the honey bee is humming.
+—From Mary Howitt, ""The Voice of Spring"" | Solution: This poem uses repetition. It repeats words, phrases, or lines.
+I see them in Asia and in Africa. | Hint: From Walt Whitman, ""Salut au Monde!"" and adapted from J. R. Dos Passos, ""The Bridge"""
+"Question: Would you find the word balance on a dictionary page with the following guide words?
+beetle - brand | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since balance is not between the guide words beetle - brand, it would not be found on that page."
+"Question: Would you find the word troupe on a dictionary page with the following guide words?
+thrust - town | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since troupe is not between the guide words thrust - town, it would not be found on that page."
+"Question: Which logical fallacy is used in the text?
+Mr. Livingston argues that we need to do more to prevent workplace injuries and fatalities. I doubt that someone so socially awkward would know a thing about office safety. | Choices: [bandwagon fallacy: the assumption that the popular choice is automatically correct, ad hominem: a personal attack against one's opponent] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that being socially awkward determines knowledge of workplace safety. This is a personal attack that isn't relevant to Mr. Livingston's desire to prevent workplace injuries. This illustrates a type of logical fallacy known as ad hominem."
+"Question: Which closing is correct for a letter? | Choices: [love,
+Gabe, Love,
+Gabe] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: What information supports the conclusion that Meg inherited this trait? | Choices: [Meg's hair is the same color as her brown eyes., Meg's father has brown eyes. He passed this trait down to Meg.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Meg has brown eyes."
+"Question: What is the source of the allusion in the sentence below?
+When I learned the details of Paula's Faustian bargain, I was in disbelief. | Choices: [literature, Roman mythology] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Faustian bargain is literature.
+In a play by Christopher Marlowe based on the legend of Faust, a man strikes a deal with the devil. Disregarding the long-term consequences of his actions, he sells his soul in exchange for power.
+The allusion Faustian bargain means a compromise of one's values for personal gain."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Mr. Thornton wanted the new employees to fill out their intake forms, but he couldn't find the forms., Mr. Thornton wanted the new employees to fill out their intake forms, but he couldn't find them.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun them could refer to the new employees or their intake forms.
+The first answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the forms.
+Mr. Thornton wanted the new employees to fill out their intake forms, but he couldn't find the forms."
+"Question: Assume all other forces on Mackenzie are balanced. Which statement describes the forces on Mackenzie? | Choices: [The forces are unbalanced, so there is a net force on Mackenzie., The forces are balanced, so there is no net force on Mackenzie.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Balanced and unbalanced forces | Lecture: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
+When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
+When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | Solution: To determine if there is a net force on Mackenzie, look at the forces:
+Earth's gravity is pulling Mackenzie down with a force of 600 N.
+The seat of the cart is pushing Mackenzie up with a force of 1,200 N.
+The forces are in opposite directions, and the forces have different magnitudes: 600 N and 1,200 N. This means that the forces are unbalanced, so there is a net force on Mackenzie. | Hint: Mackenzie is sitting on a roller coaster cart as it reaches the bottom of a big loop. Earth's gravity is pulling down on Mackenzie with a force of 600N. The seat of the cart is pushing up on Mackenzie with a force of 1,200N."
+"Question: Is this a run-on sentence?
+The first car that Mr. Hickman bought is still the most precious in his collection it's a 1971 Chevrolet Chevelle. | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is a run-on sentence. It is formed from two sentences run together, joined without punctuation.
+The first car that Mr. Hickman bought is still the most precious in his collection it's a 1971 Chevrolet Chevelle.
+Here is one way to fix the run-on sentence:
+The first car that Mr. Hickman bought is still the most precious in his collection; it's a 1971 Chevrolet Chevelle."
+"Question: Which change better matches the sentence?
+A river dries up after a few years of no rain. | Choices: [drought, flood] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: earth-science | Skill: Classify changes to Earth's surface | Lecture: nan | Solution: nan"
+"Question: Using only these supplies, which question can Eliana investigate with an experiment? | Choices: [Do rocks skip more times when thrown across a river or across a pond?, Do small rocks or large rocks skip more times when thrown across the river?, Do round rocks or flat rocks skip more times when thrown across the river?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Eliana likes to skip rocks at the river. She notices that some of the rocks she throws skip off the surface of the water many times, while others skip once and then sink. She wonders what factors affect how well rocks skip on the water. So, she decides to design an experiment. She has the following supplies available:
+10 small flat rocks
+10 large flat rocks
+access to the river by her school"
+"Question: Is painting a house a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether painting a house is a good or a service, ask these questions:
+Is painting a house something you can touch? No.
+Is painting a house a job you might pay someone else to do? Yes.
+So, painting a house is a service."
+"Question: Suppose Leroy decides to go as a ghost. Which result would be a cost? | Choices: [Leroy will spend some time and money to get the costume., Leroy will get to wear the costume he is more excited about.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Leroy wants or needs:
+Leroy will spend some time and money to get the costume. | Hint: Leroy is deciding whether to go as a ghost or a superhero to a costume party. He would rather go as a ghost. But he already has a superhero costume."
+"Question: Which tense does the sentence use?
+Hannah and Alice will plant the seeds. | Choices: [future tense, present tense, past tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, plant. The verb tells you about something that is going to happen."
+"Question: Which closing is correct for a letter? | Choices: [best wishes,
+Jason, Best wishes,
+Jason] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Select the animal. | Choices: [Redwood trees have small leaves., Bald eagles walk and fly.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A redwood tree is a plant. It has small leaves.
+Redwood trees have fuzzy reddish-brown bark. Their bark helps protect redwood trees from fires.
+A bald eagle is an animal. It walks and flies.
+Bald eagles live in trees near water. They eat mostly fish."
+"Question: What information supports the conclusion that Brooke acquired this trait? | Choices: [Brooke was not born knowing how to identify different bird calls. She had to learn this skill., Brooke likes to photograph birds at the zoo.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Brooke is good at identifying birds from their calls."
+"Question: What do these two changes have in common?
+mixing lettuce and salad dressing
+melting glass | Choices: [Both are only physical changes., Both are caused by cooling., Both are chemical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Mixing lettuce and salad dressing is a physical change. Together, the salad and dressing make a mixture. But making this mixture does not form a different type of matter.
+Melting glass is a change of state. So, it is a physical change. The glass changes from solid to liquid. But a different type of matter is not formed.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Glass melting is caused by heating. But mixing lettuce and salad dressing is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which logical fallacy is used in the text?
+President Zimmerman is an effective communicator, because he has a natural talent for speaking with people. | Choices: [circular reasoning: an argument that supports a claim with the claim itself, ad hominem: a personal attack against one's opponent] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that President Zimmerman is an effective communicator because he communicates well. However, the ""evidence"" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning."
+"Question: What is the source of the allusion in the sentence below?
+Bobby got off the mountain by the skin of his teeth. | Choices: [the Bible, a movie] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion by the skin of his teeth is the Bible.
+In the Bible, Job complains to God about his hardships, saying that both strangers and those he loves have turned against him. He says, ""My bone cleaveth to my skin and to my flesh, and I am escaped with the skin of my teeth."" Scholars have long debated the exact meaning of the phrase, but many claim that Job is saying that he narrowly escaped death.
+The allusion by the skin of his teeth means just barely."
+"Question: Select the one substance that is not a rock. | Choices: [Trachyte is a solid. It is not a pure substance., A skull is made by a living thing. It is a solid., Syenite is not made by living things. It is not a pure substance.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify rocks using properties | Lecture: Rocks are made of minerals. Here are some properties of rocks:
+They are solid.
+They are formed in nature.
+They are not made by living things.
+They are not pure substances. | Solution: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.
+A skull is made by a living thing. But rocks are not made by living things.
+So, a skull is not a rock.
+Syenite is a rock.
+Trachyte is a rock."
+"Question: Which tense does the sentence use?
+Mom will pitch the ball to Mitchell. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, pitch. The verb tells you about something that is going to happen."
+"Question: Which correctly shows the title of a song? | Choices: [""a Bicycle built for Two"", ""A Bicycle Built for Two""] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word for is not important, so it should not be capitalized.
+The correct title is ""A Bicycle Built for Two."""
+"Question: What information supports the conclusion that Larry inherited this trait? | Choices: [Larry's biological parents have wavy hair., Larry uses a headband to keep his wavy hair out of his face., Larry's biological mother has long hair. Larry also has long hair.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Larry has wavy hair."
+"Question: Which word does not rhyme? | Choices: [card, yarn, barn] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words yarn and barn rhyme. They both end with the arn sound.
+The word card does not rhyme. It ends with a different sound."
+"Question: What does the personification in this text suggest?
+Victor tried to ignore his unfinished essay, but it glared at him from across the room. | Choices: [The essay was printed in large type., It bothered Victor that the essay wasn't finished.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind. | Solution: The text uses personification, giving human characteristics to nonhuman things.
+Glared at him suggests that it bothered Victor that the essay wasn't finished. The essay is like a person who is bothering Victor."
+"Question: What information supports the conclusion that Mike acquired this trait? | Choices: [Some scars fade more quickly than others., Mike's scar was caused by an accident. He cut his arm when he fell off his bicycle.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Mike has a scar on his right arm."
+"Question: Which is a compound sentence? | Choices: [Every month the mayor gives a speech to the citizens., Mr. Garza sent the email yesterday, but no one received it.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.
+Mr. Garza sent the email yesterday, but no one received it."
+"Question: Does the sentence use a simile or a metaphor?
+Mrs. Erickson is kind, and her heart is gold. | Choices: [metaphor, simile] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: Mrs. Erickson is kind, and her heart is gold.
+The words heart and gold are compared without the word like or as. So, the sentence uses a metaphor."
+"Question: The donkeys move the carts at the same speed. Which cart is pulled with a larger force? | Choices: [a cart holding 72 pounds, a cart holding 67 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the cart that is heavier.
+A cart holding 72 pounds is heavier than a cart holding 67 pounds. So, the cart holding 72 pounds needs a larger force to start moving at the same speed as the other cart. | Hint: Two donkeys pull carts from the farmhouse to the yard. The carts are the same. Each cart is holding different tools."
+"Question: How long is a soccer field? | Choices: [90 centimeters, 90 kilometers, 90 meters, 90 millimeters] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a soccer field is 90 meters.
+90 millimeters and 90 centimeters are too short. 90 kilometers is too long. | Hint: Select the best estimate."
+"Question: Select the one true statement. | Choices: [In animal cells, chromosomes contain the master plan for cell activities and cell development., Vacuoles break down sugar to release energy that plant cells can use., A plant cell can have endoplasmic reticulum but does not have a Golgi.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Compare cells and cell parts | Lecture: nan | Solution: nan"
+"Question: What does the allusion in this text suggest?
+Romeo, take me somewhere we can be alone.
+I'll be waiting; all that's left to do is run.
+—Taylor Swift, ""Love Story"" | Choices: [The speaker has been waiting for a long time., The speaker loves someone she is forbidden to see.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+The allusion Romeo suggests that the speaker loves someone she is forbidden to see. Shakespeare's Romeo is deeply in love with Juliet, but their warring families try to keep them apart."
+"Question: Select the vertebrate. | Choices: [black widow spider, ladybug, atlas moth, flounder] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A ladybug is an insect. Like other insects, a ladybug is an invertebrate. It does not have a backbone. It has an exoskeleton.
+An atlas moth is an insect. Like other insects, an atlas moth is an invertebrate. It does not have a backbone. It has an exoskeleton.
+Like other spiders, a black widow spider is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A flounder is a fish. Like other fish, a flounder is a vertebrate. It has a backbone. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: What is the source of the allusion in the sentence below?
+When he was eighteen, in what he always called his ""Horatio Alger moment,"" my grandfather boarded a bus to New York City with twenty dollars in his pocket and a plan to start his own business. | Choices: [literature, Shakespeare] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Horatio Alger is literature.
+In the novels of nineteenth-century American author Horatio Alger, protagonists invariably rose from poverty to wealth through hard work and honesty.
+The allusion Horatio Alger means rags-to-riches."
+"Question: Two bath towels have the same temperature but different masses. Which towel has more thermal energy? | Choices: [the bath towel with less mass, the bath towel with more mass] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two bath towels have the same temperature and are made of the same type of matter. So, the bath towel with more mass has more thermal energy. | Hint: The objects are made of the same type of matter."
+"Question: Which tense does the sentence use?
+I will explain my idea to you with a drawing. | Choices: [future tense, past tense, present tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, explain. The verb tells you about something that is going to happen."
+"Question: What kind of sentence is this?
+Your suggestion was a great success! | Choices: [interrogative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence."
+"Question: Which closing is correct for a letter? | Choices: [See you soon,
+Brandon, see you soon,
+Brandon] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Compare the motion of three sailboats. Which sailboat was moving at the lowest speed? | Choices: [a sailboat that moved 45miles east in 5hours, a sailboat that moved 55miles west in 5hours, a sailboat that moved 50miles north in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each sailboat moved and the time it took to move that distance. The direction each sailboat moved does not affect its speed.
+Notice that each sailboat moved for 5 hours. The sailboat that moved 45 miles moved the shortest distance in that time. So, that sailboat must have moved at the lowest speed."
+"Question: Which figure of speech is used in this text?
+It was the best of times, it was the worst of times.
+—Charles Dickens, A Tale of Two Cities | Choices: [antithesis, assonance] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses antithesis, the contrasting of opposing ideas within a parallel grammatical structure.
+Dickens contrasts opposing views of the same time period using the words the best and the worst in parallel clauses."
+"Question: Which figure of speech is used in this text?
+I must be cruel, only to be kind:
+Thus bad begins and worse remains behind.
+—William Shakespeare, Hamlet | Choices: [euphemism, paradox] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Be cruel, only to be kind at first appears to be contradictory, as cruelty and kindness are opposites. However, it contains some truth: being cruel to someone in the short term may benefit him or her in the long term."
+"Question: Which word would you find on a dictionary page with the following guide words?
+got - gust | Choices: [galleon, graze] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since graze is between the guide words got - gust, it would be found on that page."
+"Question: Which word would you find on a dictionary page with the following guide words?
+garment - guide | Choices: [gym, gesture] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since gesture is between the guide words garment - guide, it would be found on that page."
+"Question: Which is a compound sentence? | Choices: [Emmett practiced pitching the ball, so he became even better., China grows most of the wheat in the world.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.
+Emmett practiced pitching the ball, so he became even better."
+"Question: Which is a run-on sentence? | Choices: [Damon and his brother exercise, they run on the track., Amazes everyone around him.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Damon and his brother exercise, they run on the track is a run-on sentence. It has two sentences that are joined by just a comma: Damon and his brother exercise and They run on the track."
+"Question: What information supports the conclusion that Austen inherited this trait? | Choices: [Austen's mother has blue eyes. She passed this trait down to Austen., Austen likes to wear a blue sweater to match his blue eyes.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Austen has blue eyes."
+"Question: What information supports the conclusion that Diane inherited this trait? | Choices: [Diane and her mother both have short hair., Diane's parents were born with wavy hair. They passed down this trait to Diane.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Diane has wavy hair."
+"Question: Based on this information, what is Abigail's genotype for the albinism gene? | Choices: [Aa, not having albinism] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Abigail has one allele for not having albinism (A) and one allele for having albinism (a). So, Abigail's genotype for the albinism gene is Aa. | Hint: This passage describes the albinism trait in rats:
+
+In a group of rats, some individuals have albinism and others do not. In this group, the gene for the albinism trait has two alleles. The allele A is for not having albinism, and the allele a is for having albinism.
+Abigail, a rat from this group, does not have albinism. Abigail has one allele for not having albinism and one allele for having albinism."
+"Question: What is the mass of an eraser? | Choices: [36 kilograms, 36 grams] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of an eraser is 36 grams.
+36 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: Select the mixture. | Choices: [coins, salt] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Identify mixtures | Lecture: A pure substance is made of only one type of matter.
+A mixture is made of two or more types of matter mixed together. | Solution: nan"
+"Question: What does the idiom in this text suggest?
+Mr. and Mrs. Randall usually see eye to eye, but not when it comes to the controversial mayoral race. | Choices: [Mr. and Mrs. Randall usually agree., Mr. and Mrs. Randall are not politically active.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom see eye to eye suggests that Mr. and Mrs. Randall usually agree. When you see eye to eye with someone, you share their opinion."
+"Question: Complete the statement. Assume that the mole's mass did not change.
+The gravitational potential energy stored between the mole and Earth () as the mole dug toward the surface. | Choices: [increased, stayed the same, decreased] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the mole and the center of Earth changed.
+The surface of the ground is higher than the underground burrow. As the mole dug toward the surface, the distance between the mole and the center of Earth increased. So, the gravitational potential energy stored between the mole and Earth increased as the mole dug toward the surface. | Hint: Read the text about an animal in motion.
+A mole dug a path from its underground burrow directly to the surface of the ground above its burrow."
+"Question: How long is a long-distance running race? | Choices: [20 miles, 20 yards, 20 feet, 20 inches] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a long-distance running race is 20 miles.
+20 inches, 20 feet, and 20 yards are all too short. | Hint: Select the best estimate."
+"Question: Which text uses the word can in its traditional sense? | Choices: [Debbie can type using a keyboard with a QWERTY layout, but she prefers the Dvorak layout. The two keyboards have different arrangements of letters and symbols., If Debbie prefers a keyboard with the Dvorak layout, she can use mine. In my opinion, it's faster than typing on a keyboard with a QWERTY layout.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses can in its traditional sense: to have the ability to.
+Debbie can type using a keyboard with a QWERTY layout, but she prefers the Dvorak layout. The two keyboards have different arrangements of letters and symbols.
+The second text uses can in its nontraditional sense: to have permission to.
+If Debbie prefers a keyboard with the Dvorak layout, she can use mine. In my opinion, it's faster than typing on a keyboard with a QWERTY layout.
+Most style guides recommend to use the traditional sense of the word can because it is considered more standard."
+"Question: Using only these supplies, which question can Desmond investigate with an experiment? | Choices: [Does a big toy car go down the wooden ramp faster than a small toy car?, Do toy cars with plastic wheels go faster down the cardboard ramp than toy cars with metal wheels?, Do toy cars go faster down the ramp made of wood or the ramp made of cardboard?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Desmond and his sister are building ramps to race their toy cars down. Desmond notices that the cars go down some of the ramps faster than others. He wonders what factors affect the cars' speed. So, he decides to design an experiment. He has the following supplies available:
+two identical toy cars
+a wooden ramp three feet long and two feet tall
+a cardboard ramp three feet long and two feet tall"
+"Question: What does the allusion in this text suggest?
+Erik seems to have the Midas touch. Without any special experience or training, he launched a thriving business and then established a well-respected charity. | Choices: [Erik is successful at all that he does., Erik is lazy and uninformed.] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+The allusion the Midas touch suggests that Erik is successful at all that he does. In Greek mythology, King Midas has the power to turn anything he touches into gold, easily creating value from nothing."
+"Question: What do these two changes have in common?
+adding dish soap to water in a sink
+butter melting on a hot day | Choices: [Both are chemical changes., Both are caused by cooling., Both are only physical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Adding dish soap to water in a sink is a physical change. Bubbles may appear if air gets trapped in the soapy water, but a different type of matter does not form.
+Butter melting on a hot day is a change of state. So, it is a physical change. The butter changes from solid to liquid, but it is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Butter melting on a hot day is caused by heating. But adding dish soap to water is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Select the bird. | Choices: [woodpecker, green tree frog, African bullfrog, sea turtle] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Birds have feathers, two wings, and a beak. | Solution: A sea turtle is a reptile. It has scaly, waterproof skin.
+Sea turtles live in the water, but they lay their eggs on land.
+A woodpecker is a bird. It has feathers, two wings, and a beak.
+Woodpeckers have strong beaks. They use their beaks to drill into wood to hunt for food.
+A green tree frog is an amphibian. It has moist skin and begins its life in water.
+There are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.
+An African bullfrog is an amphibian. It has moist skin and begins its life in water.
+Frogs live near water or in damp places. Most frogs lay their eggs in water."
+"Question: Which figure of speech is used in this text?
+The more acute the experience the less articulate its expression.
+—Harold Pinter, ""Writing for the Theatre"" | Choices: [oxymoron, antithesis] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses antithesis, the contrasting of opposing ideas within a parallel grammatical structure.
+Pinter contrasts two parallel phrases, more acute the experience and less articulate its expression."
+"Question: Which figure of speech is used in this text?
+It's an open secret that Owen is writing a book based on his experiences living in Singapore. He never talks about it, but almost all his friends know. | Choices: [euphemism, oxymoron] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Open secret is a contradiction, because open describes something that is freely or publicly known, and a secret is hidden."
+"Question: Would you find the word pink on a dictionary page with the following guide words?
+perform - prison | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since pink is between the guide words perform - prison, it would be found on that page."
+"Question: Which tense does the sentence use?
+In the darkness, Elena strained her eyes. | Choices: [past tense, future tense, present tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, strained. The verb ends in -ed and tells you about something that has already happened."
+"Question: Which is a compound sentence? | Choices: [Mr. Crawford sent the email yesterday, but no one received it., The tailor measures the length of the pant leg.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.
+Mr. Crawford sent the email yesterday, but no one received it."
+"Question: What kind of sentence is this?
+Martin campaigned tirelessly in support of his neighbor's bid for elective office. | Choices: [declarative, interrogative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement and always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An interrogative sentence asks a question and always ends with a question mark.
+Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
+An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence is a statement and ends with a period. It is a declarative sentence."
+"Question: Based on this information, what is this tomato plant's genotype for the fruit texture gene? | Choices: [fuzzy fruit, ff] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. The tomato plant has two alleles for fuzzy fruit (f). So, the plant's genotype for the fruit texture gene is ff. | Hint: In a group of tomato plants, some individuals have smooth fruit and others have fuzzy fruit. In this group, the gene for the fruit texture trait has two alleles. The allele F is for smooth fruit, and the allele f is for fuzzy fruit.
+A certain tomato plant from this group has fuzzy fruit. This plant has two alleles for fuzzy fruit."
+"Question: Select the one true statement. | Choices: [The cell wall breaks down sugar to release energy that a plant cell can use., The Golgi packages proteins and other substances and directs them to different parts of an animal cell., The cell membrane of a plant cell contains the master plan for cell activities and cell development.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Compare cells and cell parts | Lecture: nan | Solution: nan"
+"Question: Which type of sentence is this?
+Emmet took several incredible panoramic photographs of the sweeping view from the top of Table Mountain. | Choices: [simple, complex, compound, compound-complex] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is simple. It is a single independent clause.
+Emmet took several incredible panoramic photographs of the sweeping view from the top of Table Mountain."
+"Question: Which correctly shows the title of a poem? | Choices: [""Nothing Gold Can Stay"", ""Nothing gold Can Stay""] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between.
+The correct title is ""Nothing Gold Can Stay."""
+"Question: Which closing is correct for a letter? | Choices: [Best Regards,
+Sandra, Best regards,
+Sandra] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Complete the sentence.
+Deep-frying chicken is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Deep-frying chicken is a chemical change. The heat causes the matter in the chicken to change. Cooked chicken and raw chicken are different types of matter."
+"Question: How long is a paper clip? | Choices: [27 kilometers, 27 meters, 27 millimeters] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a paper clip is 27 millimeters.
+27 meters and 27 kilometers are both too long. | Hint: Select the best estimate."
+"Question: What do these two changes have in common?
+a copper statue turning green
+a piece of apple turning brown | Choices: [Both are chemical changes., Both are caused by cooling., Both are caused by heating., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A copper statue turning green is a chemical change. The copper reacts with oxygen in the air. This reaction forms a different type of matter called copper oxide. The copper oxide is green.
+A piece of apple turning brown is a chemical change. The apple reacts with oxygen in the air and turns into a different type of matter.
+If you scrape off the brown layer of the apple, the inside is still white. The inside hasn't touched the air. So the chemical change didn't happen to that part of the apple.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Complete the statement.
+Sodium hydroxide is (). | Choices: [an elementary substance, a compound] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
+A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
+Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
+The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one atomic symbol.
+The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
+For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple atomic symbols.
+The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | Solution: You can tell whether sodium hydroxide is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for sodium hydroxide, NaOH, contains three atomic symbols: Na for sodium, O for oxygen, and H for hydrogen. So, the formula tells you that sodium hydroxide is composed of three chemical elements bonded together.
+Since sodium hydroxide is composed of multiple chemical elements bonded together, sodium hydroxide is a compound. | Hint: Sodium hydroxide is used to help produce paper and bars of soap. The chemical formula for sodium hydroxide is NaOH."
+"Question: How long is a long-distance running race? | Choices: [28 kilometers, 28 centimeters] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?
+The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.
+There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.
+There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. | Solution: The better estimate for the length of a long-distance running race is 28 kilometers.
+28 centimeters is too short. | Hint: Select the better estimate."
+"Question: Which tense does the sentence use?
+I will trade you this book for that one. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, trade. The verb tells you about something that is going to happen."
+"Question: Does this passage describe the weather or the climate?
+Where Dylan lives, winter is the rainiest season of the year. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Where Dylan lives, winter is the rainiest season of the year.
+This passage tells you about the usual precipitation where Dylan lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Select the invertebrate. | Choices: [comet moth, European green toad, sparrow, panda] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A comet moth is an insect. Like other insects, a comet moth is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A sparrow is a bird. Like other birds, a sparrow is a vertebrate. It has a backbone.
+A European green toad is an amphibian. Like other amphibians, a European green toad is a vertebrate. It has a backbone.
+A panda is a mammal. Like other mammals, a panda is a vertebrate. It has a backbone. | Hint: Hint: Insects, spiders, and worms are invertebrates."
+"Question: Which tense does the sentence use?
+The husband and wife exercised together. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, exercised. The verb ends in -ed and tells you about something that has already happened."
+"Question: Which word would you find on a dictionary page with the following guide words?
+ticket - tyrant | Choices: [tend, toss] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since toss is between the guide words ticket - tyrant, it would be found on that page."
+"Question: What information supports the conclusion that Abby acquired this trait? | Choices: [Abby's mother speaks one language., Abby learned to speak two languages in school.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Abby speaks two languages."
+"Question: Which is scratchier? | Choices: [gold nugget, asphalt road] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Scratchy is a property. A scratchy material is rough and itchy against your skin.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the asphalt road is scratchier. If you touch an asphalt road, it will feel rough and itchy."
+"Question: What information supports the conclusion that Sophia acquired this trait? | Choices: [Sophia's scar was caused by an accident. She cut her leg when she was climbing a tree., Some scars fade more quickly than others.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Sophia has a scar on her left leg."
+"Question: Select the vertebrate. | Choices: [hissing cockroach, mosquito, forest scorpion, cardinalfish] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A mosquito is an insect. Like other insects, a mosquito is an invertebrate. It does not have a backbone. It has an exoskeleton.
+Like other scorpions, a forest scorpion is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A cardinalfish is a fish. Like other fish, a cardinalfish is a vertebrate. It has a backbone.
+A hissing cockroach is an insect. Like other insects, a hissing cockroach is an invertebrate. It does not have a backbone. It has an exoskeleton. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Which correctly shows the title of a movie? | Choices: [***The Sword in the Stone***, ""The Sword in the Stone""] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, or article should be in quotation marks.
+""You Are My Sunshine"" | Solution: A movie should be in italics.
+The correct title is **The Sword in the Stone**."
+"Question: Complete the statement.
+Dichloromethane is (). | Choices: [an elementary substance, a compound] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
+A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
+Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
+The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one atomic symbol.
+The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
+For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple atomic symbols.
+The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | Solution: You can tell whether dichloromethane is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for dichloromethane, CH2 Cl2, contains three atomic symbols: C for carbon, H for hydrogen, and Cl for chlorine. So, the formula tells you that dichloromethane is composed of three chemical elements bonded together.
+Since dichloromethane is composed of multiple chemical elements bonded together, dichloromethane is a compound. | Hint: Dichloromethane is used to remove caffeine from coffee beans and tea leaves. The chemical formula for dichloromethane is CH2Cl2."
+"Question: Does the sentence use a simile or a metaphor?
+Mrs. Hutchinson is an owl, working at night and sleeping during the day. | Choices: [metaphor, simile] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: Mrs. Hutchinson is an owl, working at night and sleeping during the day.
+The words Mrs. Hutchinson and owl are compared without the word like or as. So, the sentence uses a metaphor."
+"Question: What is the mass of a skateboard? | Choices: [5 pounds, 5 tons, 5 ounces] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a skateboard is 5 pounds.
+5 ounces is too light and 5 tons is too heavy. | Hint: Select the best estimate."
+"Question: Complete the sentence.
+Ice crystals forming on a window is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Ice crystals forming on a window is a change of state. So, it is a physical change. Water vapor in the air can change directly into ice when it touches a very cold window! A change of state from a gas to a solid is called depositing."
+"Question: Assume all other forces on Reba are balanced. Which statement describes the forces on Reba? | Choices: [The forces are unbalanced, so there is a net force on Reba., The forces are balanced, so there is no net force on Reba.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Balanced and unbalanced forces | Lecture: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
+When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
+When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | Solution: To determine if there is a net force on Reba, look at the forces:
+Earth's gravity is pulling Reba down with a force of 600 N.
+The seat of the cart is pushing Reba up with a force of 1,200 N.
+The forces are in opposite directions, and the forces have different magnitudes: 600 N and 1,200 N. This means that the forces are unbalanced, so there is a net force on Reba. | Hint: Reba is sitting on a roller coaster cart as it reaches the bottom of a big loop. Earth's gravity is pulling down on Reba with a force of 600N. The seat of the cart is pushing up on Reba with a force of 1,200N."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her grammar and mechanics?
+Alfred Hitchcock's 1963 horror masterpiece The Birds is based on Daphne du Maurier's novella of the same name. In the film version, a quiet town in northern California is terrorized by birds, however, the book is set in Cornwall, England. Du Maurier was unhappy with the movie, which didn't stick to her original storyline, characters, or setting. Most people, though, still think of the film as a classic, in fact, the American Film Institute ranks it as the seventh most thrilling American film of the twentieth century. | Choices: [by fixing run-on sentences, by fixing sentence fragments, by correcting verb tenses] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her grammar and mechanics by fixing run-on sentences.
+For example, the writer could revise the underlined text.
+Alfred Hitchcock's 1963 horror masterpiece The Birds is based on Daphne du Maurier's novella of the same name. In the film version, a quiet town in northern California is terrorized by birds, however, the book is set in Cornwall, England. Du Maurier was unhappy with the movie, which didn't stick to her original storyline, characters, or setting. Most people, though, still think of the film as a classic, in fact, the American Film Institute ranks it as the seventh most thrilling American film of the twentieth century."
+"Question: What do these two changes have in common?
+water freezing into ice
+melting wax | Choices: [Both are only physical changes., Both are caused by cooling., Both are chemical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Water freezing into ice is a change of state. So, it is a physical change. The water changes from solid to liquid. But the ice is still made of the same type of matter as the liquid water.
+Melting wax is a change of state. So, it is a physical change. The wax changes from solid to liquid. But it is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Wax melting is caused by heating. But water freezing into ice is not.
+Both are caused by cooling.
+Water freezing is caused by cooling. But melting wax is not."
+"Question: Based on this information, what is Cookie's genotype for the body hair gene? | Choices: [BB, a hairy body] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Cookie has two alleles for a hairy body (B). So, Cookie's genotype for the body hair gene is BB. | Hint: In a group of cats, some individuals have a hairy body and others have a hairless body. In this group, the gene for the body hair trait has two alleles. The allele B is for a hairy body, and the allele b is for a hairless body.
+Cookie, a cat from this group, has a hairy body. Cookie has two alleles for a hairy body."
+"Question: Which announcement is more formal? | Choices: [The Greenville Law Firm is so happy to tell you . . ., The Greenville Law Firm is pleased to announce . . .] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second announcement is more formal. It uses more elevated language (pleased to announce). The other announcement sounds more conversational (so happy)."
+"Question: Select the fish. | Choices: [seahorse, green iguana, green tree frog, bottlenose dolphin] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Fish live underwater. They have fins, not limbs. | Solution: A green tree frog is an amphibian. It has moist skin and begins its life in water.
+There are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.
+A green iguana is a reptile. It has scaly, waterproof skin.
+Iguanas are a type of lizard. Iguanas eat plants and fruit.
+A seahorse is a fish. It lives underwater. It has fins, not limbs.
+Seahorses live in shallow, warm water. They can use their tails to hold on to plants.
+A bottlenose dolphin is a mammal. It has hair and feeds its young milk.
+Dolphins may look like sharks or other fish, but they are mammals! When a baby dolphin is born, it has hair around its jaw. This hair falls out as the dolphin grows."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Katie and her husband met Mia for lunch at a small café around the block from her office., Katie and her husband met Mia for lunch at a small café around the block from Mia's office.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun her could refer to Katie or Mia.
+The first answer choice shows a possible correction for the vague pronoun reference. Her has been replaced with Mia's.
+Katie and her husband met Mia for lunch at a small café around the block from Mia's office."
+"Question: Which type of sentence is this?
+Tyler always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor. | Choices: [simple, complex, compound-complex, compound] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+Tyler always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor."
+"Question: When was Harriet Tubman born? | Choices: [the 1820s, the 1610s, the 1910s, the 1490s] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: us-history | Skill: Harriet Tubman | Lecture: nan | Solution: Harriet Tubman was born in the 1820 s. She was born about 40 years before the Civil War. The Civil War was fought from 1861 to 1865.
+During the 1820 s, slavery was still allowed. It was also spreading into new parts of the country. Many people worried that it might last forever."
+"Question: Look at the word. Does it have a closed syllable or an open syllable?
+up | Choices: [open, closed] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: word-study | Skill: Is the syllable open or closed? | Lecture: Words are made up of syllables. Two kinds of syllables are closed and open.
+A closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.
+desk: short e
+kit / ten: short i / short e
+An open syllable ends with one vowel. It usually has a long vowel sound.
+go: long o
+he / ro: long e / long o
+Some open syllables end with y. The y makes a long e sound or a long i sound.
+sky: long i
+ba / by: long a / long e | Solution: The word up ends with a consonant and has a short vowel sound. So, it has a closed syllable."
+"Question: Using only these supplies, which question can Anita investigate with an experiment? | Choices: [Do scented candles or unscented candles produce more smoke?, Do candles with thick wicks or with thin wicks produce more smoke?, Do large candles or small candles produce more smoke?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Anita is burning some new candles. She notices that they produce different amounts of smoke. She wonders what factors affect how much smoke a candle produces. So, she decides to design an experiment. She has the following supplies available:
+two large unscented candles with thick wicks
+two large unscented candles with thin wicks
+a box of matches"
+"Question: Suppose Polly decides to buy a copy of the book. Which result would be a cost? | Choices: [Polly will get to keep the book as long as she wants., Polly will spend money to buy the book.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Polly wants or needs:
+Polly will spend money to buy the book. | Hint: Polly is deciding whether to buy a copy of a book or borrow it from the library. She would like to be able to keep the book as long as she wants, but buying the book would cost money. She could borrow the book for free, but she would have to return it in a few weeks."
+"Question: What do these two changes have in common?
+an engine using gasoline to power a car
+melting glass | Choices: [Both are caused by cooling., Both are only physical changes., Both are chemical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+An engine using gasoline to power a car is a chemical change. High temperatures in the engine break the chemical bonds in the molecules of gasoline and release energy. The atoms then link together to form new molecules, such as water, carbon dioxide, and other chemicals.
+Melting glass is a change of state. So, it is a physical change. The glass changes from solid to liquid. But a different type of matter is not formed.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Melting glass is a physical change. But an engine using gasoline to power a car is not.
+Both are chemical changes.
+An engine using gasoline to power a car is a chemical change. But melting glass is not.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which is a compound sentence? | Choices: [The average American eats three pounds of sugar each week., The doctor will order supplies, or the nurse will do it.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction or.
+The doctor will order supplies, or the nurse will do it."
+"Question: Which change best matches the sentence?
+A river spills over its sides after a lot of rain. | Choices: [wildfire, flood, volcanic eruption] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: Classify changes to Earth's surface I | Lecture: nan | Solution: nan"
+"Question: What do these two changes have in common?
+photosynthesis
+cooking an egg | Choices: [Both are only physical changes., Both are chemical changes., Both are caused by cooling., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Photosynthesis is a chemical change. Plants make sugar using carbon dioxide, water, and energy from sunlight.
+Cooking an egg is a chemical change. The heat causes the matter in the egg to change. Cooked egg and raw egg are different types of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Cooking is caused by heating. But photosynthesis is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Complete the sentence so that it uses personification.
+We watched through the window as the autumn wind () the withered leaves about the yard. | Choices: [chased, scattered] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word chased. It describes the wind as if it were a person who was running and playing."
+"Question: Using only these supplies, which question can Tisha investigate with an experiment? | Choices: [Do apple slices turn brown more quickly if they are dipped in sugar or in orange juice?, Do slices of pear turn brown more quickly than slices of banana?, Do apple slices dipped in orange juice turn brown more slowly than plain apple slices?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Tisha is making a fruit salad. She mixes some apple slices with orange and pineapple slices, and leaves the rest of the apple slices on the counter. A few minutes later, she notices that the apple slices on the counter have turned brown. She wonders what factors affect how quickly sliced fruit turns brown. So, she decides to design an experiment. She has the following supplies available:
+two apples
+two bananas
+orange juice
+a kitchen knife"
+"Question: Which text uses the word nauseous in its traditional sense? | Choices: [Everyone seemed to enjoy the magnolia-scented candle, but it made Larry feel rather nauseous., Everyone seemed to enjoy the magnolia-scented candle, but Larry found the smell rather nauseous.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses nauseous in its traditional sense: causing disgust or nausea.
+Everyone seemed to enjoy the magnolia-scented candle, but Larry found the smell rather nauseous.
+The first text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.
+Everyone seemed to enjoy the magnolia-scented candle, but it made Larry feel rather nauseous.
+Most style guides recommend to use the traditional sense of the word nauseous because it is considered more standard."
+"Question: Answer the riddle.
+I am a pet.
+I like to wag my tail.
+I bark.
+What am I? | Choices: [a cat, a dog] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: vocabulary | Skill: What am I? | Lecture: nan | Solution: A dog is a pet.
+A dog likes to wag its tail.
+A dog barks."
+"Question: What do these two changes have in common?
+rust forming on a metal gate
+making jam | Choices: [Both are caused by cooling., Both are chemical changes., Both are caused by heating., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Rust forming on a metal gate is a chemical change. As the gate rusts, the metal turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.
+Making jam is a chemical change. It involves mixing fruit, sugar, and a substance called pectin.
+When these ingredients are mixed and cooked, the chemical bonds in their molecules are broken. The atoms then link together to form different molecules that make up the jam.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+The reaction that makes jam is caused by heating. But rust forming on a metal gate is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Complete the sentence.
+The Fourth Amendment says that the government needs to have () before it can search a person. | Choices: [a good reason, a declaration of war, proof of a crime, a large army] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: civics | Skill: The Bill of Rights | Lecture: nan | Solution: The Fourth Amendment says that the government needs to have a good reason before it can search a person or his or her property. The Fourth Amendment says that ""unreasonable searches"" are not allowed. It is not always clear what makes a search ""unreasonable."" But a search for no reason is definitely unreasonable! However, the government doesn't need proof of a crime before searching someone. The government just has to have a good reason to believe a crime has taken place. Police officers and other government employees search people every day. There are many good reasons the government might have to search someone. For example, the person might be acting in a suspicious or strange way. Or a police officer might see something against the law before the search. It is often hard to know if the government has a good enough reason to do a search. Often a judge will have to decide. The full text of the Fourth Amendment is below. How can a police officer or other member of the government get the right to search someone? The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized."
+"Question: Is a house a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a house is a good or a service, ask these questions:
+Is a house something you can touch? Yes.
+Is a house a job you might pay someone else to do? No.
+So, a house is a good."
+"Question: Which figure of speech is used in this text?
+I've heard that Marie & Co. is downsizing, so I'm happy to see that their store in downtown Greenville will remain open for now. | Choices: [hyperbole, euphemism] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Downsizing is an indirect way of saying that the company is planning on firing employees, closing shops or branches, and/or reducing its budget."
+"Question: What does the allusion in this text suggest?
+With the gutters clogged and water rising in the streets, Julie, who was watching the storm from her window, commented, ""We're going to need an ark to get out of here."" | Choices: [Julie wants to protect her possessions., Julie thinks the storm will cause major flooding.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+The allusion to an ark suggests that Julie thinks the storm will cause major flooding. In the Bible, it rains for forty days and forty nights; Noah, his family, and animals of every species survive the great flood in an ark that he builds."
+"Question: Which text uses the word factoid in its traditional sense? | Choices: [A reporter for the Fairfax Daily Mail dug up an amusing factoid about Fairfax's founder while researching for an article about the town's early years., The Fairfax Daily Mail was forced to issue a retraction after printing a factoid about Fairfax's founder. It turned out that the reporter had written the article based on local legend rather than researching the actual history.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses factoid in its traditional sense: something made up presented as a true fact.
+The Fairfax Daily Mail was forced to issue a retraction after printing a factoid about Fairfax's founder. It turned out that the reporter had written the article based on local legend rather than researching the actual history.
+The second text uses factoid in its nontraditional sense: a trivial but true fact.
+A reporter for the Fairfax Daily Mail dug up an amusing factoid about Fairfax's founder while researching for an article about the town's early years.
+Most style guides recommend to use the traditional sense of the word factoid because it is considered more standard."
+"Question: Is the following trait inherited or acquired?
+Jane has a scar on her left hand. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: What is the mass of a pair of goggles? | Choices: [5 pounds, 5 ounces, 5 tons] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a pair of goggles is 5 ounces.
+5 pounds and 5 tons are both too heavy. | Hint: Select the best estimate."
+"Question: Which figure of speech is used in this text?
+For the rare and radiant maiden whom the angels name Lenore . . .
+—Edgar Allen Poe, ""The Raven"" | Choices: [assonance, paradox] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses assonance, the repetition of a vowel sound in a series of nearby words.
+The words rare, radiant, maiden, angels, and name share a vowel sound."
+"Question: Which is a compound sentence? | Choices: [Earth is one of eight planets in our solar system., The company lowered its costs, so it won't have to close.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.
+The company lowered its costs, so it won't have to close."
+"Question: Which word would you find on a dictionary page with the following guide words?
+upward - utensil | Choices: [urge, uniform] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since urge is between the guide words upward - utensil, it would be found on that page."
+"Question: What is the source of the allusion in the sentence below?
+Scarlett told her friends that Juan was a typical Peter Pan type. | Choices: [Greek mythology, literature] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Peter Pan is literature.
+In a J. M. Barrie novel, the character Peter Pan retreats to Neverland and refuses to grow up.
+The allusion Peter Pan means a person who won't take on adult responsibilities."
+"Question: Select the item that doesn't belong. | Choices: [rope, string, ribbon, glue] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: vocabulary | Skill: Select the words that don't belong | Lecture: nan | Solution: Glue doesn't belong.
+String, rope, and ribbon all name items that you can tie things with."
+"Question: According to Newton's third law, what other force must be happening? | Choices: [The disc magnet is pulling on the bar magnet., The disc magnet is pushing on the bar magnet.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Predict forces using Newton's third law | Lecture: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
+For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Solution: The bar magnet is pushing on the disc magnet. So, Newton's third law tells you that the disc magnet is pushing on the bar magnet. | Hint: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
+Consider the following force:
+A bar magnet is pushing on a disc magnet."
+"Question: What does the idiom in this text suggest?
+Norma submitted her suggestions to Bruce; now the ball is in his court. | Choices: [Bruce has some difficult work to do., Bruce needs to act next.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom the ball is in his court suggests that Bruce needs to act next. In tennis, when the ball is in a player's court, it is that person's turn."
+"Question: Which closing is correct for a letter? | Choices: [Your Niece,
+Amy, Your niece,
+Amy] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Compare the motion of three blue jays. Which blue jay was moving at the lowest speed? | Choices: [a blue jay that moved 400kilometers west in 10hours, a blue jay that moved 405kilometers south in 10hours, a blue jay that moved 335kilometers east in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each blue jay moved and the time it took to move that distance. The direction each blue jay moved does not affect its speed.
+Notice that each blue jay moved for 10 hours. The blue jay that moved 335 kilometers moved the shortest distance in that time. So, that blue jay must have moved at the lowest speed."
+"Question: Complete the statement. Assume that the water balloon's mass did not change.
+The gravitational potential energy stored between the water balloon and Earth () as the water balloon fell toward Jeremiah. | Choices: [stayed the same, decreased, increased] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the water balloon and the center of Earth changed.
+Jeremiah was lower than the balcony. As the water balloon fell toward Jeremiah, the distance between the water balloon and the center of Earth decreased. So, the gravitational potential energy stored between the water balloon and Earth decreased as the water balloon fell toward Jeremiah. | Hint: Read the text about an object in motion.
+Layla dropped a water balloon off a balcony. The water balloon fell toward her friend Jeremiah, who was standing below the balcony."
+"Question: Using only these supplies, which question can Tisha investigate with an experiment? | Choices: [Do larger basketballs bounce higher than smaller basketballs on a brick patio?, Does the basketball bounce higher on gravel or on grass?, Does the basketball bounce higher on a lawn or on a dirt path?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Tisha gets a basketball for her birthday and dribbles it around her neighborhood. She notices that sometimes the ball bounces higher than other times. She wonders what factors affect how high her ball bounces. So, she decides to design an experiment. She has the following supplies available:
+one basketball
+access to a brick patio
+access to a grassy lawn
+access to a gravel driveway
+a meterstick"
+"Question: Which sentence states a fact? | Choices: [Most Australians live in cities on the southeast coast, such as Sydney and Melbourne., The cities on the southeast and southwest coasts of Australia are too crowded.] | Task: closed choice | Subject: social science | Grade: grade8 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved true by research or observation.
+George Washington became president of the United States in 1789.
+This statement is a fact. It can be proved by researching what year George Washington was inaugurated president.
+An opinion is something that a person believes, thinks, or feels. An opinion can be supported by evidence, but it cannot be proved true.
+George Washington was a better president than Thomas Jefferson.
+This statement is an opinion. People can have different ideas about what makes someone a ""better"" president, so the statement cannot be proved. | Solution: The first sentence states a fact.
+Most Australians live in cities on the southeast coast, such as Sydney and Melbourne.
+It can be proved by checking a population density map, or a map showing the populations in different areas, of Australia.
+The second sentence states an opinion.
+The cities on the southeast and southwest coasts of Australia are too crowded.
+Too crowded shows what a person believes, thinks, or feels. Another person might have a different opinion about how crowded is too crowded."
+"Question: Which text uses the word literally in its traditional sense? | Choices: [Desmond's new kitten—barely three weeks old—was literally the size of a softball; it could just about fit in the palm of his hand., Desmond's new kitten—barely three weeks old—was literally just a ball of fluff in the palm of his hand.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses literally in its traditional sense: in a factual, non-exaggerated way.
+Desmond's new kitten—barely three weeks old—was literally the size of a softball; it could just about fit in the palm of his hand.
+The first text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). Desmond's new kitten is not actually just a ball of fluff.
+Desmond's new kitten—barely three weeks old—was literally just a ball of fluff in the palm of his hand.
+Most style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect."
+"Question: What does the verbal irony in this text suggest?
+""Sleeping through the rooster's crowing was no problem,"" Jim joked with a yawn. | Choices: [Jim slept well., Jim slept poorly.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Sleeping through the rooster's crowing was no problem ironically suggests that Jim slept poorly. Jim was tired, so the rooster's crowing was clearly a problem."
+"Question: What does the verbal irony in this text suggest?
+He looked about as inconspicuous as a tarantula on a slice of angel food cake.
+—Raymond Chandler, Farewell, My Lovely | Choices: [He was well hidden., He stood out.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As inconspicuous as a tarantula on a slice of angel food cake suggests that he stood out. A large spider on a piece of light-colored cake would not be inconspicuous at all; it would be very obvious."
+"Question: Which object has less thermal energy? | Choices: [a cherry pie at a temperature of 30°C, a cherry pie at a temperature of 40°C] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: The two cherry pies have the same mass but different temperatures. Since the 30°C pie is colder than the 40°C pie, it has less thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: What information supports the conclusion that Amy inherited this trait? | Choices: [Amy and her mother both wear their hair in braids., Amy's parents have red hair. They passed down this trait to Amy.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Amy has red hair."
+"Question: What do these two changes have in common?
+boiling sugar to make caramel
+roasting a marshmallow over a campfire | Choices: [Both are only physical changes., Both are caused by cooling., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Boiling sugar to make caramel is a chemical change. The heat causes the sugar to change into a different type of matter. Unlike sugar, the new matter is brown and sticky.
+Roasting a marshmallow is a chemical change. The type of matter on the outside of the marshmallow changes. As a marshmallow is roasted, it turns brown and crispy.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What is the volume of a water balloon? | Choices: [19 cups, 19 fluid ounces, 19 gallons] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a water balloon is 19 fluid ounces.
+19 cups and 19 gallons are both too much. | Hint: Select the best estimate."
+"Question: What is the mass of a school bus? | Choices: [14 pounds, 14 ounces, 14 tons] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a school bus is 14 tons.
+14 ounces and 14 pounds are both too light. | Hint: Select the best estimate."
+"Question: How long is an apple seed? | Choices: [6 kilometers, 6 centimeters, 6 millimeters] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of an apple seed is 6 millimeters.
+6 centimeters and 6 kilometers are both too long. | Hint: Select the best estimate."
+"Question: Which word would you find on a dictionary page with the following guide words?
+clear - crooked | Choices: [chimney, convince] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since convince is between the guide words clear - crooked, it would be found on that page."
+"Question: Is the student text plagiarized? | Choices: [Yes, because it fails to use quotation marks., No, it is not plagiarized., Yes, because it fails to cite the source., Yes, because it fails to use quotation marks and fails to cite the source.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify plagiarism | Lecture: Plagiarism is the act of taking another person's work or ideas and presenting them as your own, either accidentally or on purpose. When you use an outside source in your own writing, you should make sure to cite the source in order to avoid plagiarism. Consider the following source:
+Fisher, Goddu, and Keil, ""Searching for Explanations: How the Internet Inflates Estimates of Internal Knowledge."" Copyright 2015 by the American Psychological Association
+The results of these experiments suggest that searching the Internet may cause a systematic failure to recognize the extent to which we rely on outsourced knowledge. Searching for explanations on the Internet inflates self-assessed knowledge in unrelated domains.
+If you use a direct quotation in your writing, you must use quotation marks around the exact words that were copied from the source, in addition to citing the source.
+Researchers have found that relying on the Internet for information may cause a systematic failure to recognize the extent to which we rely on outsourced knowledge.
+This sentence is plagiarized because it uses the source's exact words without quotation marks and without properly citing the source.
+Researchers have found that relying on the Internet for information ""may cause a systematic failure to recognize the extent to which we rely on outsourced knowledge"" (Fisher, Goddu, and Keil).
+If you paraphrase a source, or put a source's ideas into your own words, you must still cite the source. Even if properly cited, a paraphrase that is too similar to the source in wording or sentence structure is still considered plagiarized.
+According to Fisher, Goddu, and Keil, searching the Internet can lead to a regular failure to perceive the extent to which we rely on outside knowledge.
+This sentence is plagiarized because it is an insufficient paraphrase. Even though it is properly cited, it borrows too much of the source's wording and sentence structure.
+According to Fisher, Goddu, and Keil, relying on the Internet to look up information can make it difficult for us to estimate how much of our knowledge comes from internal versus external sources.
+There are different rules about how to format citations, such as when to include page numbers for print sources. Check a style guide, such as the Modern Language Association (MLA) Handbook, for a complete list of these rules. | Solution: The student text is plagiarized. Although it uses quotation marks around the source's exact words, it fails to cite the source.
+Ruts from wagon wheels are still visible in the Oregon Trail today, which is not surprising given that ""between 1841 and 1866 about 350,000 people used what had become the most famous wagon route across America.""
+Source: Bob Brooke, ""Oregon Trail: Wagon Tracks West."" Published in Wild West Apr. 2000.
+Between 1841 and 1866 about 350,000 people used what had become the most famous wagon route across America. It is no wonder that, in places, ruts along the Oregon Trail are still visible today. | Hint: Compare the student text with the source.
+Source: Bob Brooke, ""Oregon Trail: Wagon Tracks West."" Published in Wild West Apr. 2000.
+Between 1841 and 1866 about 350,000 people used what had become the most famous wagon route across America. It is no wonder that, in places, ruts along the Oregon Trail are still visible today.
+Student text:
+Ruts from wagon wheels are still visible in the Oregon Trail today, which is not surprising given that ""between 1841 and 1866 about 350,000 people used what had become the most famous wagon route across America."""
+"Question: Which text uses the word unique in its traditional sense? | Choices: [Beth's collection of handmade pottery was featured in last week's edition of the Georgetown Journal, which identified her as ""one of the most unique young artists to debut this year."", Each vase and bowl in Beth's collection of handmade pottery is unique. The colors and designs reflect both her cultural heritage and her individual artistic style.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses unique in its traditional sense: being the only one of its kind.
+Each vase and bowl in Beth's collection of handmade pottery is unique. The colors and designs reflect both her cultural heritage and her individual artistic style.
+The first text uses unique in its nontraditional sense: interesting or unusual. Beth is a distinctive artist, but might not be one of a kind. It may be helpful to remember that if unique is modified by an adverb—as in most unique, very unique, or quite unique—it is probably being used nontraditionally.
+Beth's collection of handmade pottery was featured in last week's edition of the Georgetown Journal, which identified her as ""one of the most unique young artists to debut this year.""
+Most style guides recommend to use the traditional sense of the word unique because it is considered more standard."
+"Question: Is there a surplus or a shortage of cupcakes? | Choices: [surplus, shortage] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Identify shortage and surplus | Lecture: There is a surplus if there is too much for sale at a given price.
+There is a shortage if there is not enough for sale at a given price.
+Surpluses and shortages usually happen when people who are selling goods or services charge too much or too little.
+When the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.
+When the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage. | Solution: At the current price, there are not enough cupcakes for sale. There are 75 cupcakes for sale, but 200 people want to buy one.
+So, there is a shortage of cupcakes. | Hint: A bakery has 75 cupcakes for sale. The cupcakes cost $1 each. At that price, 200 people want to buy one."
+"Question: Using only these supplies, which question can Edna investigate with an experiment? | Choices: [Do sunflowers grow taller if they are planted in planter boxes or in pots?, Do sunflowers grow bigger in sunny planter boxes or in shady planter boxes?, Which type of sunflower grows more leaves?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Edna wants to grow sunflowers in her backyard garden. She notices that some sunflowers grow much taller than others. She is curious about what factors affect how sunflowers grow. So, she decides to design an experiment. She has the following supplies available:
+seeds from one type of sunflower
+soil
+one wooden planter box in the sun
+one wooden planter box in the shade
+one plastic planter box in the sun
+water"
+"Question: Select the one animal that has all of the bony fish traits listed above. | Choices: [Red salamanders do not have lungs! They can breathe through their moist, smooth skin. Adult red salamanders live near rivers or ponds. They lay eggs with no shells under rocks or logs. The baby red salamanders live underwater., Japanese red rockfish live in the Pacific Ocean. They have a bony skeleton and fins. They hatch from eggs with no shells. Rockfish are carnivorous. Carnivorous animals are adapted to eat other animals.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify animals | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Bony fish have the following traits:
+They have fins, not limbs.
+They live underwater.
+They have a skeleton made of bone.
+They make eggs with no shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A red salamander has the following traits:
+It spends part of its life in water and part on land.
+It has moist skin.
+It makes eggs with no shells.
+A red salamander does not have all of the traits of a bony fish. A red salamander is an amphibian.
+A Japanese red rockfish has the following traits:
+It has fins, not limbs.
+It lives underwater.
+It has a skeleton made of bone.
+It makes eggs with no shells.
+A Japanese red rockfish has the traits of a bony fish. A Japanese red rockfish is a bony fish. | Hint: Bony fish are a group of animals with similar traits. The following traits can be used to identify bony fish:
+They have fins, not limbs.
+They live underwater.
+They have a skeleton made of bone.
+They make eggs with no shells. Observe the animals and read the descriptions."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [As David was walking with his friend Bob, he tripped on the uneven sidewalk., As David was walking with his friend Bob, Bob tripped on the uneven sidewalk.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun he could refer to David or Bob.
+The second answer choice shows a possible correction for the vague pronoun reference. He has been replaced with Bob.
+As David was walking with his friend Bob, Bob tripped on the uneven sidewalk."
+"Question: Is coaching basketball a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether coaching basketball is a good or a service, ask these questions:
+Is coaching basketball something you can touch? No.
+Is coaching basketball a job you might pay someone else to do? Yes.
+So, coaching basketball is a service."
+"Question: Which correctly shows the title of a newspaper? | Choices: [The Post and mail, The Post and Mail] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word and is not important, so it should not be capitalized.
+The correct title is The Post and Mail."
+"Question: Which is smoother? | Choices: [bark, plastic ball] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Smooth is a property. A smooth material is not rough or bumpy.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the plastic ball is smoother. If you touch a plastic bowling ball, it will not feel rough or bumpy."
+"Question: How long is an ice skate? | Choices: [31 centimeters, 31 meters] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?
+The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.
+There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.
+There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. | Solution: The better estimate for the length of an ice skate is 31 centimeters.
+31 meters is too long. | Hint: Select the better estimate."
+"Question: Which logical fallacy is used in the text?
+All of my friends are coming to my birthday party. If Tisha doesn't, she might as well tell me that she doesn't like me. | Choices: [red herring: the use of a completely unrelated topic or idea, false dichotomy: an argument that presents only two choices when more options exist] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that if Tisha doesn't go to the speaker's birthday party, it means that she hates the speaker. However, there may be a number of reasons why Tisha wouldn't go to the party. This illustrates a type of logical fallacy known as a false dichotomy."
+"Question: Would you find the word tail on a dictionary page with the following guide words?
+terrify - transport | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since tail is not between the guide words terrify - transport, it would not be found on that page."
+"Question: Which logical fallacy is used in the text?
+Our family will never eat genetically modified food. It's an abomination created by arrogant human tinkering. | Choices: [false causation: the assumption that because two things happened together, one caused the other, hasty generalization: a broad claim based on too few observations, appeal to nature: the assumption that natural things are always good] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that genetically modified food is bad because it's not natural. However, something isn't necessarily bad simply because it's engineered. This illustrates a type of logical fallacy known as an appeal to nature."
+"Question: Is the following trait inherited or acquired?
+Clara can ride a bicycle. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to ride a bicycle. Instead, many people learn how to ride. So, riding a bicycle is an acquired trait. | Hint: Hint: Riding a bike well takes practice."
+"Question: What do these two changes have in common?
+water evaporating from a puddle
+burning a piece of wood | Choices: [Both are chemical changes., Both are only physical changes., Both are caused by heating., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Water evaporating from a puddle is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
+Burning a piece of wood is a chemical change. When the wood burns, the type of matter in it changes. The wood turns black and gives off smoke.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Water evaporating is a physical change. But burning wood does not.
+Both are chemical changes.
+Burning a piece of wood is a chemical change. But water evaporating from a puddle is not.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Is the following trait inherited or acquired?
+Brandon has a scar on his left knee. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait."
+"Question: What is the volume of a large trash can? | Choices: [18 gallons, 18 fluid ounces, 18 cups] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a large trash can is 18 gallons.
+18 fluid ounces and 18 cups are both too little. | Hint: Select the best estimate."
+"Question: What information supports the conclusion that Tara inherited this trait? | Choices: [Tara and her biological father wear sunglasses when they go outside., Tara's neighbor has green eyes., Tara has green eyes like her biological mother.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Tara has green eyes."
+"Question: Which logical fallacy is used in the text?
+How could Vivian have anything insightful to say about foreign affairs? She grew up on a farm. | Choices: [slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, ad hominem: an attack against the person making the argument, rather than the argument itself, bandwagon fallacy: the assumption that the popular choice is automatically correct] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Vivian cannot be insightful about foreign affairs because she grew up on a farm. This is a personal attack that isn't relevant to whether she knows about foreign affairs. This illustrates a type of logical fallacy known as ad hominem."
+"Question: Does the sentence use a simile or a metaphor?
+Tessa went down the slide face-first, like a penguin. | Choices: [metaphor, simile] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: Tessa went down the slide face-first, like a penguin.
+The words Tessa and penguin are compared using the word like. So, the sentence uses a simile."
+"Question: Select the one animal that has all of the amphibian traits listed above. | Choices: [Amazon milk frogs have moist skin and live in South American rain forests. They hatch from eggs with no shells and begin their lives in water. As adults, Amazon milk frogs live in trees and eat insects., Bengal tigers are one of the world's largest living cats. They have black, white, and orange fur. Female Bengal tigers feed their offspring milk. Male Bengal tigers can be almost twice as large as females!] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Amphibians have the following traits:
+They spend part of their lives in water and part on land.
+They have moist skin.
+They make eggs with no shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A Bengal tiger has the following traits:
+It feeds its offspring milk.
+It has hair.
+A Bengal tiger does not have all of the traits of an amphibian. A Bengal tiger is a mammal.
+An Amazon milk frog has the following traits:
+It spends part of its life in water and part on land.
+It has moist skin.
+It makes eggs with no shells.
+An Amazon milk frog has the traits of an amphibian. An Amazon milk frog is an amphibian. | Hint: Amphibians are a group of animals with similar traits. The following traits can be used to identify amphibians:
+They spend part of their lives in water and part on land.
+They have moist skin.
+They make eggs with no shells. Observe the animals and read the descriptions."
+"Question: What kind of sentence is this?
+May I have a second serving of dessert? | Choices: [exclamatory, interrogative] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [John washed the windshield of his car even though he knew it would just get dirty again., John washed the windshield of his car even though he knew the car would just get dirty again.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: pronouns | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun it could refer to the windshield or the car.
+The first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the car.
+John washed the windshield of his car even though he knew the car would just get dirty again."
+"Question: Complete the sentence.
+In this chemical reaction, carbon dioxide is a (). | Choices: [reactant, product] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Identify reactants and products | Lecture: A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.
+In a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.
+The original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.
+The substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.
+So, in a chemical reaction, reactants go through a chemical change to form products. | Solution: Read the underlined text carefully. Look for information about what happens to carbon dioxide in this chemical reaction.
+Gasoline provides the energy that powers many car engines. In an engine, gasoline and oxygen are mixed together and burned, creating carbon dioxide gas and water vapor. This process releases energy that the engine uses to turn the wheels, making the car move.
+The underlined text tells you that carbon dioxide forms when gasoline combines with oxygen. Because carbon dioxide is produced by this chemical reaction, carbon dioxide is a product. | Hint: This passage describes a chemical reaction. Read the passage. Then, follow the instructions below.
+Gasoline provides the energy that powers many car engines. In an engine, gasoline and oxygen are mixed together and burned, creating carbon dioxide gas and water vapor. This process releases energy that the engine uses to turn the wheels, making the car move."
+"Question: Is the following statement true or false?
+The cytoplasm of an animal cell is made mostly of water. | Choices: [false, true] | Task: true-or false | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Cell part functions: true or false | Lecture: nan | Solution: The cytoplasm of an animal cell is made mostly of water.
+This statement is true. All cells have cytoplasm. The cytoplasm has many cell parts inside it, but it is made mostly of water."
+"Question: Which logical fallacy is used in the text?
+Wendy never lies. She told me herself, so it must be true. | Choices: [false dichotomy: an argument that presents only two choices when more options exist, circular reasoning: an argument that supports a claim with the claim itself] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Wendy is telling the truth because she says she never lies. However, the ""evidence"" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning."
+"Question: Which greeting is correct for a letter? | Choices: [dear Ms. Chang,, Dear Ms. Chang,] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Ms. Chang is capitalized because it is a proper noun."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Whenever the Duncans visit Florida, they see their relatives., The Duncans see their relatives whenever they visit Florida.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun they could refer to the Duncans or their relatives.
+The Duncans see their relatives whenever they visit Florida.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Whenever the Duncans visit Florida, they see their relatives."
+"Question: Complete the sentence.
+The Eighth Amendment says that the government cannot use any punishments that are (). | Choices: [cruel and unusual, embarrassing, violent, expensive] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: civics | Skill: The Bill of Rights | Lecture: nan | Solution: Today, the United States often uses punishments that are expensive, violent, or embarrassing. However, the Eighth Amendment says that the government cannot use any punishments that are ""cruel and unusual."" What makes a punishment ""cruel or unusual""? The answer is not clear. The Eighth Amendment doesn't talk about specific punishments. Over time, Americans have changed their views on what is cruel and unusual. For example, the government decided in 2005 that it was cruel to put someone to death for a crime he or she committed before the age of 18. Today, Americans continue to question what is cruel and unusual. In the future, some punishments used today may be outlawed. The text of the Eighth Amendment is below. Does it have rules against anything else? Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted."
+"Question: What does the verbal irony in this text suggest?
+While waiting for her search results, Shawna exclaimed, ""My Internet connection is as speedy as a snail!"" | Choices: [The Internet connection was very slow., The Internet connection was very fast.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As speedy as a snail suggests that the Internet connection was very slow. A snail is not speedy, and neither was Shawna's Internet connection."
+"Question: Which figure of speech is used in this text?
+The people of San Francisco weren't exactly celebrating after the devastating 1906 earthquake. | Choices: [antithesis, understatement] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses understatement, which involves deliberately representing something as less serious or important than it really is.
+Weren't exactly celebrating is an understatement, since people wouldn't celebrate at all after a devastating earthquake."
+"Question: Which sentence is more formal? | Choices: [Merritt Electronics has a reputation for responding real quick to customer concerns and questions., Merritt Electronics has a reputation for responding quickly to all customer concerns and questions.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The second sentence is less formal. You can tell because it uses conversational language (real quick).
+The first sentence uses formal language in place of the conversational language, so it is more formal overall."
+"Question: Which figure of speech is used in this text?
+We are not destined to be adversaries, but it is not guaranteed that we will be allies.
+—President Bill Clinton, speech to the Russian parliament | Choices: [antithesis, apostrophe] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses antithesis, the contrasting of opposing ideas within a parallel grammatical structure.
+Clinton contrasts two clauses, we are not destined to be adversaries and it is not guaranteed that we will be allies."
+"Question: Which is a compound sentence? | Choices: [Mr. Duran peeled the tangerine and divided it into sections., Pam and her brother rummaged through the boxes in the attic, but they couldn't find their father's childhood baseball glove.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction but.
+Pam and her brother rummaged through the boxes in the attic, but they couldn't find their father's childhood baseball glove."
+"Question: Which is a complex sentence? | Choices: [Akira and her sisters drew a map of the United States and hung it on the wall., Joe walked through Paris in a daze because he was still suffering from jet lag.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction because.
+Joe walked through Paris in a daze because he was still suffering from jet lag."
+"Question: Complete the sentence.
+Silver jewelry tarnishing is a (). | Choices: [physical change, chemical change] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+A change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. | Solution: Metal turning less shiny over time is called tarnishing. Silver jewelry tarnishing is a chemical change. The silver reacts with sulfur in the air to form black tarnish. The tarnish is a different type of matter that was not there before the change."
+"Question: What do these two changes have in common?
+pouring milk on oatmeal
+sanding a piece of wood | Choices: [Both are only physical changes., Both are caused by heating., Both are caused by cooling., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Pouring milk on oatmeal is a physical change. The oatmeal and milk form a creamy mixture. But making this mixture does not form a different type of matter.
+Sanding a piece of wood is a physical change. The wood becomes smoother, but it is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Select the elementary substance. | Choices: [phosphine (PH3), zirconium (Zr), potassium nitrate (KNO3)] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Identify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for phosphine contains two symbols: P for phosphorus and H for hydrogen. So, phosphine is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, phosphine is a compound, not an elementary substance. The chemical formula for zirconium contains one symbol: Zr. So, zirconium is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, zirconium is an elementary substance. The chemical formula for potassium nitrate contains three symbols: K for potassium, N for nitrogen, and O for oxygen. So, potassium nitrate is made of three chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, potassium nitrate is a compound, not an elementary substance."
+"Question: Select the solid. | Choices: [chair, water in a bathtub, milk] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Identify solids and liquids | Lecture: Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a shape of its own.
+Some solids can be bent or broken easily. Others are hard to bend or break.
+A glass cup is a solid. A sock is also a solid.
+When matter is a liquid, it takes the shape of its container.
+Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
+Juice is a liquid. Honey is also a liquid. | Solution: nan"
+"Question: Complete the statement.
+Calcium oxide is (). | Choices: [a compound, an elementary substance] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
+A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
+Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
+The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one atomic symbol.
+The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
+For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple atomic symbols.
+The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | Solution: You can tell whether calcium oxide is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for calcium oxide, CaO, contains two atomic symbols: Ca for calcium and O for oxygen. So, the formula tells you that calcium oxide is composed of two chemical elements bonded together.
+Since calcium oxide is composed of multiple chemical elements bonded together, calcium oxide is a compound. | Hint: Calcium oxide is used to make cement and steel. The chemical formula for calcium oxide is CaO."
+"Question: Which figure of speech is used in this text?
+The old wooden rocking chair that Judy brought home from the rummage sale was as comfortable as a bed of nails. | Choices: [verbal irony, pun] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As comfortable as a bed of nails shows verbal irony because sitting on nails would not be comfortable."
+"Question: What do these two changes have in common?
+dry ice sublimating and becoming a gas
+grilling a hamburger | Choices: [Both are chemical changes., Both are caused by heating., Both are only physical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Dry ice is solid carbon dioxide. When dry ice gets warm, it changes state and becomes carbon dioxide gas. This change of state, from solid to gas, is called sublimation.
+Dry ice becoming a gas is a physical change. A change of state does not form a different type of matter.
+Grilling a hamburger is a chemical change. Heat from the grill causes the matter in the meat to change. Cooked meat and raw meat are different types of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Dry ice sublimating is a physical change. But grilling a hamburger is not.
+Both are chemical changes.
+Grilling a hamburger is a chemical change. But dry ice sublimating is not.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Complete the sentence.
+A piece of avocado turning brown is a (). | Choices: [physical change, chemical change] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+A change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. | Solution: A piece of avocado turning brown is a chemical change. The avocado reacts with oxygen in the air to form a different type of matter.
+If you scrape off the brown part of the avocado, the inside will still be green. The inside hasn't touched the air. So the chemical change hasn't happened to that part of the avocado."
+"Question: What is the source of the allusion in the sentence below?
+Camille told her friends that Zeke was a typical Peter Pan type. | Choices: [a song, literature] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Peter Pan is literature.
+In a J. M. Barrie novel, the character Peter Pan retreats to Neverland and refuses to grow up.
+The allusion Peter Pan means a person who won't take on adult responsibilities."
+"Question: How long is an ice skate? | Choices: [33 meters, 33 centimeters] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?
+The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.
+There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.
+There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. | Solution: The better estimate for the length of an ice skate is 33 centimeters.
+33 meters is too long. | Hint: Select the better estimate."
+"Question: Which letter closing is more formal? | Choices: [Sincerely,, Bye,] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second letter closing is more formal. The other letter closing is more casual and suggests a familiarity with the person being written to."
+"Question: Does this passage describe the weather or the climate?
+Dale lives on a mountain where the winds are strong most evenings. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Dale lives on a mountain where the winds are strong most evenings.
+This passage tells you about the usual wind patterns where Dale lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Which is softer? | Choices: [nylon track suit, diamond] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Soft is a property. A soft material changes shape when you press on it.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the nylon track suit is softer. If you squeeze nylon, it will change shape."
+"Question: What information supports the conclusion that Mona acquired this trait? | Choices: [Mona learned to identify insects by reading many books about insects., Mona likes to look at butterflies and beetles.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Mona is good at identifying insects."
+"Question: Which is bumpier? | Choices: [rock wall, rubber ball] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Bumpy is a property. A bumpy material is covered in lumps and bumps. It is not flat or smooth.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the rock wall is bumpier. If you touch a rock wall, it will feel bumpy and lumpy."
+"Question: Would you find the word coyote on a dictionary page with the following guide words?
+clutch - crude | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since coyote is between the guide words clutch - crude, it would be found on that page."
+"Question: What do these two changes have in common?
+sauce burning on a stove
+cooking a pancake | Choices: [Both are only physical changes., Both are caused by cooling., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Sauce burning on a stove is a chemical change. High temperatures case the sauce to react with oxygen in the air. The sauce turns black and no longer tastes good.
+Cooking a pancake is a chemical change. Pancakes are made from pancake batter. A cooked pancake is a different type of matter than pancake batter. Pancake batter is wet and slippery. Cooked pancakes are fluffy and can be good to eat!
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which is a compound sentence? | Choices: [Our cat has been scratching himself more than usual, so I checked him for fleas., The famous Venus de Milo statue was found on Milos, a volcanic Greek island in the Aegean Sea.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction so.
+Our cat has been scratching himself more than usual, so I checked him for fleas."
+"Question: Which text uses the word peruse in its traditional sense? | Choices: [Deion perused the nails in the hardware aisle for almost an hour, trying to figure out which type would be best for his project., Before returning to the stockroom, Deion briefly perused the nails in the hardware aisle to see if anything needed to be restocked.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses peruse in its traditional sense: to examine in detail.
+Deion perused the nails in the hardware aisle for almost an hour, trying to figure out which type would be best for his project.
+The first text uses peruse in its nontraditional sense: to look through in a casual manner.
+Before returning to the stockroom, Deion briefly perused the nails in the hardware aisle to see if anything needed to be restocked.
+Most style guides recommend to use the traditional sense of the word peruse because it is considered more standard."
+"Question: What information supports the conclusion that Trent inherited this trait? | Choices: [Trent's mother cuts his hair every month., Trent's parents have blond hair. They passed down this trait to Trent.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Trent has blond hair."
+"Question: Using only these supplies, which question can Vicky investigate with an experiment? | Choices: [When placed in the sun, will eight ounces of water in a glass jar or eight ounces of water in a plastic cup get warmer?, When placed in the sun, will eight ounces of water in a closed jar or eight ounces of water in an open jar get warmer?, Will eight ounces of carbonated water or eight ounces of tap water get warmer when placed in a jar in the sun?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Vicky leaves a glass jar of cold tea outside in full sunlight. When she goes to get it, she notices that the tea is warm. She wonders what factors affect how warm a liquid gets from sitting in the sunlight. So, she decides to design an experiment. She has the following supplies available:
+two identical glass jars
+two jar lids
+tap water
+a measuring cup
+two thermometers"
+"Question: Does this passage describe the weather or the climate?
+Helena, Montana, got two inches of rain last night. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Helena, Montana, got two inches of rain last night.
+This passage tells you about the precipitation in Helena last night. It describes the atmosphere at a certain place and time. So, this passage describes the weather."
+"Question: Which word would you find on a dictionary page with the following guide words?
+badger - bright | Choices: [burglar, bead] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since bead is between the guide words badger - bright, it would be found on that page."
+"Question: Which word would you find on a dictionary page with the following guide words?
+act - ate | Choices: [ability, aquarium] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since aquarium is between the guide words act - ate, it would be found on that page."
+"Question: Which word would you find on a dictionary page with the following guide words?
+civilian - coin | Choices: [claw, carried] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since claw is between the guide words civilian - coin, it would be found on that page."
+"Question: Which logical fallacy is used in the text?
+Since Westford College receives more applications for admission than Newton University, Westford College is evidently a better school. | Choices: [false dichotomy: an argument that presents only two choices when more options exist, bandwagon fallacy: the assumption that the popular choice is automatically correct, false causation: the assumption that because two things happened together, one caused the other] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Westford College is better than Newton University because Westford College receives more applications. However, the popularity of a school does not necessarily indicate its quality. This illustrates a type of logical fallacy known as the bandwagon fallacy."
+"Question: Which figure of speech is used in this text?
+The city of Oak Grove is currently experiencing a minor crisis. Its sanitation workers are on strike, and the garbage is piling up in the streets. | Choices: [paradox, oxymoron] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Minor crisis is a contradiction, because minor means small or insignificant, and a crisis is a large problem."
+"Question: What do these two changes have in common?
+sewing an apron
+snowflakes forming in a cloud | Choices: [Both are only physical changes., Both are chemical changes., Both are caused by cooling., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Sewing an apron is a physical change. The fabric and thread that make up the apron get a new shape, but the type of matter in each of them does not change.
+Snowflakes forming in a cloud is a change of state. So, it is a physical change. Liquid water freezes and becomes solid, but it is still made of water. A different type of matter is not formed.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+A snowflake begins to form when a tiny drop of liquid water in a cloud freezes. This is caused by cooling. But sewing an apron is not."
+"Question: What kind of sentence is this?
+Jayden usually eats oatmeal for breakfast. | Choices: [exclamatory, declarative] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, and it ends with a period. It is a declarative sentence."
+"Question: What is the volume of a coffee pot? | Choices: [10 cups, 10 gallons, 10 fluid ounces] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a coffee pot is 10 cups.
+10 fluid ounces is too little and 10 gallons is too much. | Hint: Select the best estimate."
+"Question: Select the animal. | Choices: [Raspberry bushes have green leaves., Howler monkeys eat leaves, fruit, and nuts.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A howler monkey is an animal. It eats leaves, fruit, and nuts.
+A howler monkey's tail can be longer than the rest of its body!
+A raspberry bush is a plant. It has green leaves.
+Most raspberries are red. But raspberries can also be purple or yellow."
+"Question: What does the metaphor in this text suggest?
+Karen felt a roller coaster of emotions when she heard the news. | Choices: [Karen had varied feelings., Karen found the news scary.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town. | Solution: The text uses a metaphor, comparing two things that are not actually alike without using like or as.
+The metaphor Karen felt a roller coaster of emotions suggests that Karen had varied feelings. A roller coaster has a dramatic mix of ups and downs, and so do Karen's feelings."
+"Question: Which correctly shows the title of a short story? | Choices: [""To Build a Fire"", To Build a Fire] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A short story should be in quotation marks.
+The correct title is ""To Build a Fire."""
+"Question: Which logical fallacy is used in the text?
+This news story must be accurate. It's been shared online over a million times! | Choices: [false causation: the assumption that because two things happened together, one caused the other, bandwagon fallacy: the assumption that the popular choice is automatically correct, false dichotomy: an argument that presents only two choices when more options exist] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that a news story is accurate because it has been shared many times. However, this is not necessarily true. A story may be shared for reasons besides its accuracy. This illustrates a type of logical fallacy known as the bandwagon fallacy."
+"Question: Guitar makers use a special kind of wood to build their instruments. But the trees that produce that kind of wood are running out. Over time, what will probably happen to the overall supply of new guitars? | Choices: [The supply will probably go up., The supply will probably go down.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Wood is a resource that is used to make guitars. The trees that produce wood for guitars are running out, so this kind of wood will be harder to get. Since this kind of wood is becoming harder to get, it will be harder to make new guitars. So, over time, the supply of new guitars will probably go down."
+"Question: Which glas of apple juice has a lower temperature? | Choices: [the glass of apple juice with less thermal energy, the glass of apple juice with more thermal energy] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two glasses of apple juice are made of the same material and have the same mass. So, the glass of apple juice with less thermal energy has a lower temperature. | Hint: Two 250-gram glasses of apple juice are identical except for their thermal energies."
+"Question: What information supports the conclusion that Isaac inherited this trait? | Choices: [Isaac and his father both have short hair., Isaac's parents were born with straight hair. They passed down this trait to Isaac.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Isaac has straight hair."
+"Question: What kind of sentence is this?
+Bryan has never tried chocolate ice cream before, which I find astounding! | Choices: [exclamatory, declarative, interrogative] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence."
+"Question: Which figure of speech is used in this text?
+The Norwood Grill offers a delicious vegetarian sausage entr̩e served with mashed sweet potatoes and arugula salad. | Choices: [oxymoron, hyperbole] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Vegetarian sausage is a contradiction, because vegetarian food has no meat, and sausages are made with meat."
+"Question: Would you find the word knee on a dictionary page with the following guide words?
+kettle - kitten | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since knee is not between the guide words kettle - kitten, it would not be found on that page."
+"Question: Which sentence uses a simile? | Choices: [Larry's eyes are as green as emeralds., Larry's eyes are bright green emeralds.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: This sentence uses a simile:
+Larry's eyes are as green as emeralds.
+The words eyes and emeralds are compared using the word as.
+This sentence uses a metaphor:
+Larry's eyes are bright green emeralds.
+The words eyes and emeralds are compared without the word like or as."
+"Question: Compare the motion of two mountain bikers. Which mountain biker was moving at a lower speed? | Choices: [a mountain biker who moved 175kilometers in 5hours, a mountain biker who moved 85kilometers in 5hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each mountain biker moved and the time it took to move that distance.
+One mountain biker moved 85 kilometers in 5 hours.
+The other mountain biker moved 175 kilometers in 5 hours.
+Notice that each mountain biker spent the same amount of time moving. The mountain biker who moved 85 kilometers moved a shorter distance in that time. So, that mountain biker must have moved at a lower speed."
+"Question: What information supports the conclusion that Andrew inherited this trait? | Choices: [Andrew and his father both have dark hair., Andrew's parents have pale skin. They passed down this trait to Andrew.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Andrew has pale skin."
+"Question: Which figure of speech is used in this text?
+The Hillsdale Grill offers a delicious vegetarian sausage entr̩e served with mashed sweet potatoes and arugula salad. | Choices: [euphemism, oxymoron] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Vegetarian sausage is a contradiction, because vegetarian food has no meat, and sausages are made with meat."
+"Question: Select the one true statement. | Choices: [In a plant cell, the endoplasmic reticulum contains the master plan for cell activities and cell development., Chloroplasts break down sugar to release energy that a plant cell can use., The cell wall is outside the cell membrane of a plant cell.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Compare cells and cell parts | Lecture: nan | Solution: nan"
+"Question: Based on this information, what is this plant's phenotype for the flower form trait? | Choices: [double flowers, single flowers] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: The rose plant's genotype for the flower form gene is FF. The rose plant's genotype of FF has only F allelles. The F allele is for double flowers. So, the rose plant's phenotype for the flower form trait must be double flowers.
+To check this answer, consider whether the rose plant's alleles are dominant or recessive. The allele for double flowers (F) is dominant over the allele for single flowers (f). This means F is a dominant allele, and f is a recessive allele.
+The rose plant's genotype of FF has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the rose plant's phenotype for the flower form trait must be double flowers. | Hint: This passage describes the flower form trait in rose plants:
+
+In a group of rose plants, some individuals have double flowers and others have single flowers. In this group, the gene for the flower form trait has two alleles. The allele for double flowers (F) is dominant over the allele for single flowers (f).
+A certain rose plant from this group has the homozygous genotype FF for the flower form gene."
+"Question: Select the living thing. | Choices: [pushpin, stop sign, boulder, barnacle] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
+All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
+All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A pushpin is not a living thing.
+Pushpins do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
+A boulder is not a living thing.
+Boulders do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
+A stop sign is not a living thing.
+Stop signs do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
+A barnacle is a living thing.
+Barnacles grow and respond to their environment. They need food and water. Barnacles are made up of many cells.
+Barnacles are animals. They are related to crabs and lobsters. Barnacles attach to rocks, boats, and other animals."
+"Question: What kind of sentence is this?
+Have you ever typed on a typewriter? | Choices: [imperative, interrogative] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: What do these two changes have in common?
+melting glass
+grilling a hamburger | Choices: [Both are only physical changes., Both are chemical changes., Both are caused by cooling., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Melting glass is a change of state. So, it is a physical change. The glass changes from solid to liquid. But a different type of matter is not formed.
+Grilling a hamburger is a chemical change. Heat from the grill causes the matter in the meat to change. Cooked meat and raw meat are different types of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Melting glass is a physical change. But grilling a hamburger is not.
+Both are chemical changes.
+Grilling a hamburger is a chemical change. But melting glass is not.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which logical fallacy is used in the text?
+Rap is the best musical genre because it is better than all other types of music. | Choices: [false causation: the assumption that because two things happened together, one caused the other, hasty generalization: a broad claim based on too few observations, circular reasoning: an argument that supports a claim with the claim itself] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that rap is the best music because it's better than all other music. However, the ""evidence"" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [When Emily was researching the lives of famous scientists, it said that Albert Einstein had a speech impediment when he was a child., When Emily was researching the lives of famous scientists, one source said that Albert Einstein had a speech impediment when he was a child.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.
+The first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with one source.
+When Emily was researching the lives of famous scientists, one source said that Albert Einstein had a speech impediment when he was a child."
+"Question: What is the mass of an apple? | Choices: [90 kilograms, 90 grams] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of an apple is 90 grams.
+90 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: Which word would you find on a dictionary page with the following guide words?
+dessert - drift | Choices: [dip, dug] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since dip is between the guide words dessert - drift, it would be found on that page."
+"Question: Which closing is correct for a letter? | Choices: [your friend,
+Jason, Your friend,
+Jason] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Select the one animal that has all of the mammal traits listed above. | Choices: [Red salamanders do not have lungs! They can breathe through their moist, smooth skin. Adult red salamanders live near rivers or ponds. They lay eggs with no shells under rocks or logs. The baby red salamanders live underwater., Female cats feed their offspring milk. Adult cats have fur and hunt small animals for food. Cats can see better in the dark than people can! Seeing in the dark helps cats hunt their prey.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Mammals have the following traits:
+They feed their offspring milk.
+They have fur or hair.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A red salamander has the following traits:
+It spends part of its life in water and part on land.
+It has moist skin.
+It makes eggs with no shells.
+A red salamander does not have all of the traits of a mammal. A red salamander is an amphibian.
+A cat has the following traits:
+It feeds its offspring milk.
+It has fur.
+A cat has the traits of a mammal. A cat is a mammal. | Hint: Mammals are a group of animals with similar traits. The following traits can be used to identify mammals:
+They feed their offspring milk.
+They have fur or hair. Observe the animals and read the descriptions."
+"Question: What is the mass of an apple? | Choices: [95 kilograms, 95 grams] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of an apple is 95 grams.
+95 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: Which closing is correct for a letter? | Choices: [Thanks,
+Doug, thanks,
+Doug] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which of the following is a primary function of carbohydrates? | Choices: [to store the information needed for an organism's growth and development, to form the rigid cell wall in a plant cell, to control chemical reactions] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Structure and function: carbohydrates, lipids, proteins, and nucleic acids | Lecture: Living things are made up of four main groups of carbon-based molecules called organic compounds. One of these groups is carbohydrates. The other three groups are lipids, proteins, and nucleic acids.
+All carbohydrates are made up of the same three chemical elements: carbon, hydrogen, and oxygen. But carbohydrate molecules can come in different forms. The smallest carbohydrates are called simple sugars. Simple sugars can be linked together in long chains to make larger carbohydrates, called complex carbohydrates.
+Carbohydrates can also have different functions. An important function of carbohydrates is to provide the primary source of energy for cells. Cells can quickly break down many types of carbohydrates to release energy, so these carbohydrates provide energy for cells' immediate use. Carbohydrates can also form cell structures. One complex carbohydrate, called cellulose, forms the cell walls in plant cells. Cellulose helps to give plants structure and make them strong. | Solution: nan | Hint: Life on Earth comes in many forms, from microscopic bacteria to giant redwood trees. Despite their differences, all living things are made up of the same types of molecules. Many of these molecules contain carbon and are called organic compounds.
+There are four main groups of organic compounds found in cells. One of these groups is carbohydrates."
+"Question: Using only these supplies, which question can Elena investigate with an experiment? | Choices: [Do small rocks or large rocks skip more times when thrown across the river?, Do rocks skip more times when thrown across a river or across a pond?, Do round rocks or flat rocks skip more times when thrown across the river?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Elena likes to skip rocks at the river. She notices that some of the rocks she throws skip off the surface of the water many times, while others skip once and then sink. She wonders what factors affect how well rocks skip on the water. So, she decides to design an experiment. She has the following supplies available:
+10 small flat rocks
+10 large flat rocks
+access to the river by her school"
+"Question: Which closing is correct for a letter? | Choices: [Your Nephew,
+Carter, Your nephew,
+Carter] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Select the bird. | Choices: [gray tree frog, Surinam horned frog, turkey vulture, green moray eel] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Birds have feathers, two wings, and a beak. | Solution: A green moray eel is a fish. It lives underwater. It has fins, not limbs.
+Eels are long and thin. They may have small fins. They look like snakes, but they are fish!
+A Surinam horned frog is an amphibian. It has moist skin and begins its life in water.
+Frogs live near water or in damp places. Most frogs lay their eggs in water.
+A gray tree frog is an amphibian. It has moist skin and begins its life in water.
+There are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.
+A turkey vulture is a bird. It has feathers, two wings, and a beak.
+Vultures do not usually hunt live animals. They eat animals that are already dead! This behavior is called scavenging."
+"Question: Which tense does the sentence use?
+Scientists will measure the rainfall in Ashland. | Choices: [past tense, future tense, present tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, measure. The verb tells you about something that is going to happen."
+"Question: Using only these supplies, which question can Paula investigate with an experiment? | Choices: [Do candles with thick wicks or with thin wicks produce more smoke?, Do large candles or small candles produce more smoke?, Do scented candles or unscented candles produce more smoke?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Paula is burning some new candles. She notices that they produce different amounts of smoke. She wonders what factors affect how much smoke a candle produces. So, she decides to design an experiment. She has the following supplies available:
+two large unscented candles with thick wicks
+two large unscented candles with thin wicks
+a box of matches"
+"Question: Which phrase has a more negative connotation? | Choices: [a clique, a club] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: A clique has a more negative connotation. Clique and club both denote a group. However, clique suggests that the group excludes or is unfriendly to others, while club suggests that the group is organized around shared interests."
+"Question: Is the following trait inherited or acquired?
+Sophie can fly an airplane. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to fly an airplane. Instead, some people learn how to fly airplanes. So, flying an airplane is an acquired trait. | Hint: Hint: Pilots have to learn how to fly an airplane."
+"Question: What do these two changes have in common?
+baking an apple pie
+burning a piece of wood | Choices: [Both are caused by cooling., Both are only physical changes., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Baking an apple pie is a chemical change. The type of matter in the pie changes. The apples become soft, and the crust turns brown.
+Burning a piece of wood is a chemical change. When the wood burns, the type of matter in it changes. The wood turns black and gives off smoke.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Using only these supplies, which question can Monica investigate with an experiment? | Choices: [Does dark chocolate or white chocolate melt faster when heated on the stove?, Does milk chocolate melt faster when heated in a microwave or on a stove?, Does milk chocolate or dark chocolate melt faster when heated on the stove?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Monica leaves some chocolates in her jacket pocket. When she finds the chocolates later, she notices that some of them have melted. She wonders what factors affect how quickly chocolate melts. So, she decides to design an experiment. She has the following supplies available:
+one bar of milk chocolate
+one bar of dark chocolate
+a stove
+a pot"
+"Question: Based on this information, what is Roy's phenotype for the Marfan syndrome trait? | Choices: [having Marfan syndrome, not having Marfan syndrome] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Roy's genotype for the Marfan syndrome gene is mm. Roy's genotype of mm has only m alleles. The m allele is for not having Marfan syndrome. So, Roy's phenotype for the Marfan syndrome trait must be not having Marfan syndrome.
+To check this answer, consider whether Roy's alleles are dominant or recessive. The allele for having Marfan syndrome (M) is dominant over the allele for not having Marfan syndrome (m). This means M is a dominant allele, and m is a recessive allele.
+Roy's genotype of mm has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Roy's phenotype for the Marfan syndrome trait must be not having Marfan syndrome. | Hint: This passage describes the Marfan syndrome trait in humans:
+
+In a group of humans, some individuals have Marfan syndrome and others do not. In this group, the gene for the Marfan syndrome trait has two alleles. The allele for having Marfan syndrome (M) is dominant over the allele for not having Marfan syndrome (m).
+Roy is a human from this group. Roy has the homozygous genotype mm for the Marfan syndrome gene."
+"Question: Using only these supplies, which question can Colette investigate with an experiment? | Choices: [When placed in the sun, will eight ounces of water in a closed jar or eight ounces of water in an open jar get warmer?, Will eight ounces of carbonated water or eight ounces of tap water get warmer when placed in a jar in the sun?, When placed in the sun, will eight ounces of water in a glass jar or eight ounces of water in a plastic cup get warmer?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Colette leaves a glass jar of cold tea outside in full sunlight. When she goes to get it, she notices that the tea is warm. She wonders what factors affect how warm a liquid gets from sitting in the sunlight. So, she decides to design an experiment. She has the following supplies available:
+two identical glass jars
+two jar lids
+tap water
+a measuring cup
+two thermometers"
+"Question: Which object has the most thermal energy? | Choices: [a plate of spaghetti at a temperature of 52°C, a plate of spaghetti at a temperature of 35°C, a plate of spaghetti at a temperature of 49°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three plates of spaghetti have the same mass but different temperatures. Since the 52°C plate of spaghetti is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Does this passage describe the weather or the climate?
+While at the park today, Sam noticed that the wind was coming from the southwest. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+While at the park today, Sam noticed that the wind was coming from the southwest.
+This passage tells you about the wind direction at the park today. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: What do these two changes have in common?
+shaking up salad dressing
+ice melting in a glass | Choices: [Both are caused by cooling., Both are chemical changes., Both are only physical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Shaking up salad dressing is a physical change. The different parts mix together, but they are still made of the same type of matter.
+Ice melting in a glass is a change of state. So, it is a physical change. The solid ice becomes liquid, but it is still made of water. A different type of matter is not made.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Ice melting is caused by heating. But shaking up salad dressing is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What do these two changes have in common?
+baking an apple pie
+a sidewalk heating up in the sun | Choices: [Both are caused by heating., Both are only physical changes., Both are caused by cooling., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Baking an apple pie is a chemical change. The type of matter in the pie changes. The apples become soft, and the crust turns brown.
+A sidewalk heating up in the sun is a physical change. The temperature of the sidewalk goes up, but the sidewalk is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+A sidewalk heating up in the sun is a physical change. But baking a pie is not.
+Both are chemical changes.
+Baking a pie is a chemical change. But a sidewalk heating up in the sun is not.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What is the mass of a full box of cereal? | Choices: [495 grams, 495 kilograms] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a full box of cereal is 495 grams.
+495 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: Compare the motion of three ships. Which ship was moving at the lowest speed? | Choices: [a ship that moved 145kilometers west in 10hours, a ship that moved 340kilometers west in 10hours, a ship that moved 330kilometers east in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each ship moved and the time it took to move that distance. The direction each ship moved does not affect its speed.
+Notice that each ship moved for 10 hours. The ship that moved 145 kilometers moved the shortest distance in that time. So, that ship must have moved at the lowest speed."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [According to Beth, Willie Mays hit 660 career home runs, although Joe DiMaggio had a higher batting average. She said that he is her favorite player., According to Beth, Willie Mays hit 660 career home runs, although Joe DiMaggio had a higher batting average. She said that Mays is her favorite player.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun he could refer to Joe Di Maggio or Willie Mays.
+The first answer choice shows a possible correction for the vague pronoun reference. He has been replaced with Mays.
+According to Beth, Willie Mays hit 660 career home runs, although Joe DiMaggio had a higher batting average. She said that Mays is her favorite player."
+"Question: Complete the sentence.
+Sanding a piece of wood is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Sanding a piece of wood is a physical change. The wood becomes smoother, but it is still made of the same type of matter."
+"Question: Is the following trait inherited or acquired?
+Mitch plays baseball. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play baseball. Instead, some people learn how to play baseball. Playing the sport takes practice. So, playing baseball is an acquired trait. | Hint: Hint: Playing baseball takes practice."
+"Question: Based on this information, what is Jinx's phenotype for the fur type trait? | Choices: [straight fur, curly fur] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine Jinx's phenotype for the fur type trait. First, consider the alleles in Jinx's genotype for the fur type gene. Then, decide whether these alleles are dominant or recessive.
+The allele for straight fur (F) is dominant over the allele for curly fur (f). This means F is a dominant allele, and f is a recessive allele.
+Jinx's genotype of Ff has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Jinx's phenotype for the fur type trait must be straight fur. | Hint: In a group of cats, some individuals have straight fur and others have curly fur. In this group, the gene for the fur type trait has two alleles. The allele for straight fur (F) is dominant over the allele for curly fur (f).
+Jinx is a cat from this group. Jinx has the heterozygous genotype Ff for the fur type gene."
+"Question: Is this a sentence fragment?
+The number of tornadoes recorded in the United States over the past few decades. | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify sentence fragments | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A sentence fragment is a group of words that does not express a complete thought.
+Rehearsing daily because we have a concert in two weeks.
+This fragment is missing a subject. It doesn't tell who is rehearsing.
+The band I'm in.
+This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
+Because we have a concert in two weeks.
+This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | Solution: This is a sentence fragment. It does not express a complete thought.
+The number of tornadoes recorded in the United States over the past few decades.
+Here is one way to fix the sentence fragment:
+The number of tornadoes recorded in the United States over the past few decades has not increased."
+"Question: Which closing is correct for a letter? | Choices: [yours truly,
+Bill, Yours truly,
+Bill] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which sentence is more formal? | Choices: [Alice Harmon is an excellent reporter, so it came as no surprise when her work was nominated for an award., Alice Harmon is an ace reporter, so it was not surprising that she was nominated for an award.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The second sentence is less formal. You can tell because it uses slang (ace).
+The first sentence uses formal language in place of the slang, so it is more formal overall."
+"Question: Using only these supplies, which question can Brandon investigate with an experiment? | Choices: [Are dishes washed in a dishwasher cleaner than dishes washed by hand?, Are dishes cleaner when washed with a soapy sponge or with a soapy rag?, Are dishes cleaner when washed with liquid dish detergent or with bar soap?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Brandon is washing dishes after cooking his dinner. He notices that some of the dishes still feel oily after being washed. He wonders what factors affect how clean dishes are after they are washed. So, he decides to design an experiment. He has the following supplies available:
+a sponge
+liquid dish detergent
+a bar of soap
+hot water
+cold water
+a pile of dirty dishes"
+"Question: Using only these supplies, which question can Luke investigate with an experiment? | Choices: [Do toy cars with plastic wheels go faster down the cardboard ramp than toy cars with metal wheels?, Do toy cars go faster down the ramp made of wood or the ramp made of cardboard?, Does a big toy car go down the wooden ramp faster than a small toy car?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Luke and his sister are building ramps to race their toy cars down. Luke notices that the cars go down some of the ramps faster than others. He wonders what factors affect the cars' speed. So, he decides to design an experiment. He has the following supplies available:
+two identical toy cars
+a wooden ramp three feet long and two feet tall
+a cardboard ramp three feet long and two feet tall"
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her ideas and development?
+Shade-grown coffee is better for the environment than coffee grown in full sun. Coffee naturally grows in shade. However, in the 1990s, farmers began cultivating hybrid coffee plants that grew in full sun because they produced higher yields. These sun-loving plants have harmed the environment in many ways. Now there are huge full-sun coffee plantations where small, shady farms once stood. | Choices: [by including more background information on the plantations, by addressing an opposing point of view, by including evidence to support the claim] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her ideas and development by including evidence to support the claim.
+For example, the writer could support the underlined text with examples that show how shade-grown coffee is better for the environment and sun-grown coffee is damaging.
+Shade-grown coffee is better for the environment than coffee grown in full sun. Coffee naturally grows in shade. However, in the 1990 s, farmers began cultivating hybrid coffee plants that grew in full sun because they produced higher yields. These sun-loving plants have harmed the environment in many ways. Now there are huge full-sun coffee plantations where small, shady farms once stood."
+"Question: What information supports the conclusion that Neil acquired this trait? | Choices: [Neil learned history by reading., Neil is most interested in American history.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Neil knows a lot about history."
+"Question: Which word would you find on a dictionary page with the following guide words?
+bandit - brilliant | Choices: [bluff, buoy] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since bluff is between the guide words bandit - brilliant, it would be found on that page."
+"Question: Suppose Valentina decides to go as a superhero. Which result would be a cost? | Choices: [Valentina will give up the chance to wear the costume she is more excited about., Valentina will save some time and money. She won't have to go out and get a new costume.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Valentina wants or needs:
+Valentina will give up the chance to wear the costume she is more excited about. | Hint: Valentina is deciding whether to go as a vampire or a superhero to a costume party. She would rather go as a vampire. But she already has a superhero costume."
+"Question: Which object has the least thermal energy? | Choices: [a crayon at a temperature of 26°C, a crayon at a temperature of 22°C, a crayon at a temperature of 30°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: All three crayons have the same mass but different temperatures. Since the 22°C crayon is the coldest, it has the least thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which text uses the word disinterested in its traditional sense? | Choices: [Jacob is disinterested in reading page after page of restaurant reviews on the Internet; he prefers to try out new restaurants for himself and make up his own mind., The restaurant reviews on this website are not exactly disinterested—restaurants can pay to remove unflattering reviews—but Jacob still finds it useful for finding new places to eat.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses disinterested in its traditional sense: unbiased or impartial.
+The restaurant reviews on this website are not exactly disinterested—restaurants can pay to remove unflattering reviews—but Jacob still finds it useful for finding new places to eat.
+The first text uses disinterested in its nontraditional sense: uninterested or indifferent.
+Jacob is disinterested in reading page after page of restaurant reviews on the Internet; he prefers to try out new restaurants for himself and make up his own mind.
+Most style guides recommend to use the traditional sense of the word disinterested because it is considered more standard."
+"Question: Complete the statement. Assume that Zach's mass did not change.
+The gravitational potential energy stored between Zach and Earth () as he rode the escalator. | Choices: [decreased, increased, stayed the same] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between Zach and the center of Earth changed.
+The second floor is higher than the first floor. As he rode the escalator toward the second floor, the distance between Zach and the center of Earth increased. So, the gravitational potential energy stored between Zach and Earth increased as he rode the escalator. | Hint: Read the text about a person in motion.
+Zach rode an escalator from the first floor to the second floor of a shopping mall."
+"Question: What does the verbal irony in this text suggest?
+""That fits you well,"" Jim remarked after Vicky's cap fell over her eyes for the tenth time. | Choices: [The cap looked nice on Vicky., The cap was too big.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Interpret the figure of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Fits you well ironically suggests that the cap was too big. The cap was falling over Vicky's eyes, so it didn't fit her well at all."
+"Question: How long does it take to tie your shoes? | Choices: [30 seconds, 30 hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to tie your shoes is 30 seconds.
+30 hours is too slow. | Hint: Select the better estimate."
+"Question: Which body part works with muscles to move the body? | Choices: [lungs, stomach, skeleton] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Body parts and their functions | Lecture: nan | Solution: nan"
+"Question: Which is the bumpiest? | Choices: [nylon shorts, bark, rubber ballon] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Bumpy is a property. A bumpy material is covered in lumps and bumps. It is not flat or smooth.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the bark is the bumpiest. If you could touch this tree bark, it would feel lumpy and bumpy."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Ms. West,, Dear Ms. west,] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Ms. West is capitalized because it is a proper noun."
+"Question: Which closing is correct for a letter? | Choices: [Your Student,
+Trevor, Your student,
+Trevor] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Suppose Julie decides to take a trip to Minnesota. Which result would be a cost? | Choices: [Julie will save some money. Plane tickets for Julie to get to Minnesota are less expensive than tickets to Tennessee., Julie will give up the chance to go to Tennessee. She would have enjoyed a trip to Tennessee more than Minnesota.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Julie wants or needs:
+Julie will give up the chance to go to Tennessee. She would have enjoyed a trip to Tennessee more than Minnesota. | Hint: Julie is deciding whether to take a trip to Tennessee or Minnesota. She wants to enjoy her trip. But she is also trying to save money."
+"Question: Compare the motion of three ducks. Which duck was moving at the highest speed? | Choices: [a duck that moved 230miles east in 5hours, a duck that moved 225miles west in 5hours, a duck that moved 255miles east in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. | Solution: Look at the distance each duck moved and the time it took to move that distance. The direction each duck moved does not affect its speed.
+Notice that each duck moved for 5 hours. The duck that moved 255 miles moved the farthest distance in that time. So, that duck must have moved at the highest speed."
+"Question: What is the volume of a water balloon? | Choices: [585 milliliters, 585 liters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a water balloon is 585 milliliters.
+585 liters is too much. | Hint: Select the better estimate."
+"Question: Does this passage describe the weather or the climate?
+Morning clouds usually clear up by noon where Judith lives. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Morning clouds usually clear up by noon where Judith lives.
+This passage tells you about the usual pattern of clouds where Judith lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate."
+"Question: What does the metaphor in this text suggest?
+Trudy felt a roller coaster of emotions when she heard the news. | Choices: [Trudy had varied feelings., Trudy felt delighted about the news.] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town. | Solution: The text uses a metaphor, comparing two things that are not actually alike without using like or as.
+The metaphor Trudy felt a roller coaster of emotions suggests that Trudy had varied feelings. A roller coaster has a dramatic mix of ups and downs, and so do Trudy's feelings."
+"Question: Using only these supplies, which question can Javier investigate with an experiment? | Choices: [Do rubber balloons stick to a wooden door or a metal door longer after being rubbed on his hair?, Do rubber balloons stick to a cotton blanket or a wooden door longer after being rubbed on his hair?, Do rubber balloons or foil balloons stick to the wooden door longer after being rubbed on his hair?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Javier went to a magic show. The magician rubbed a balloon on her hair and then held the balloon against a wall. When the magician released the balloon, Javier was amazed to see that it stuck to the wall! He wonders what factors affect how well balloons stick to different surfaces. So, he decides to design an experiment. He has the following supplies available:
+the hair on his own head
+a cotton blanket
+a wooden door
+five rubber balloons"
+"Question: Which logical fallacy is used in the text?
+I've heard that fast food can lead to health problems, but I don't believe it. My grandpa ate fast food every day of his adult life, and he lived to be ninety-one. | Choices: [appeal to nature: the assumption that natural things are always good, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, hasty generalization: a broad claim based on too few observations] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that fast food must not lead to health problems because the speaker's grandfather ate fast food every day and lived to ninety-one. However, one person's experience doesn't disprove a general pattern. This illustrates a type of logical fallacy known as a hasty generalization."
+"Question: Which figure of speech is used in this text?
+Michelle and Raymond had met before through mutual friends, but they had never been alone together until their first date. | Choices: [oxymoron, euphemism] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Alone together is a contradiction, because being alone means by yourself, but together means with someone else."
+"Question: Which word would you find on a dictionary page with the following guide words?
+spiral - such | Choices: [slice, stranger] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since stranger is between the guide words spiral - such, it would be found on that page."
+"Question: How long is a passenger airplane? | Choices: [200 miles, 200 inches, 200 yards, 200 feet] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a passenger airplane is 200 feet.
+200 inches is too short. 200 yards and 200 miles are too long. | Hint: Select the best estimate."
+"Question: Which orange has a higher temperature? | Choices: [the orange with more thermal energy, the orange with less thermal energy] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two oranges are made of the same material and have the same mass. So, the orange with more thermal energy has a higher temperature. | Hint: Two oranges are identical except for their thermal energies."
+"Question: Is the following trait inherited or acquired?
+Haley is good at knitting hats. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to knit. Instead, many people learn how to knit. Knitting well takes practice. So, knitting well is an acquired trait. | Hint: Hint: People who can knit had to learn how to do it."
+"Question: Which figure of speech is used in this text?
+I've heard that Sidney & Co. is downsizing, so I'm happy to see that their store in downtown Greenville will remain open for now. | Choices: [euphemism, hyperbole] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Downsizing is an indirect way of saying that the company is planning on firing employees, closing shops or branches, and/or reducing its budget."
+"Question: Select the living thing. | Choices: [hockey puck, cane toad] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. Living things use this energy to grow and change. All living things grow and change during their lives.
+All living things sense changes in the world around them. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A hockey puck is not a living thing.
+Hockey pucks do not have all of the traits of living things. They do not grow or respond to the world around them. They do not need food or water.
+A cane toad is a living thing.
+Cane toads grow and respond to the world around them. They need food and water."
+"Question: What information supports the conclusion that Megan inherited this trait? | Choices: [Megan and her father both have dark hair., Megan's parents have dark skin. They passed down this trait to Megan.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Megan has dark skin."
+"Question: Using only these supplies, which question can Joey investigate with an experiment? | Choices: [Does a certain kind of tomato plant grow taller when planted in a clay pot or in a plastic pot?, Which of the three types of tomato seeds sprouts the fastest?, Which type of soil will cause a certain kind of tomato plant to grow the most fruit?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Joey and his classmates are growing tomato plants in the school garden. He wonders what factors affect how tomato plants grow. So, he decides to design an experiment. He has the following supplies available:
+three different types of tomato seeds
+one bag of potting soil
+five identical clay pots
+water"
+"Question: Based on this information, what is Toffee's phenotype for the body hair trait? | Choices: [a hairy body, a hairless body] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Toffee's genotype for the body hair gene is bb. Toffee's genotype of bb has only b alleles. The b allele is for a hairless body. So, Toffee's phenotype for the body hair trait must be a hairless body.
+To check this answer, consider whether Toffee's alleles are dominant or recessive. The allele for a hairy body (B) is dominant over the allele for a hairless body (b). This means B is a dominant allele, and b is a recessive allele.
+Toffee's genotype of bb has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Toffee's phenotype for the body hair trait must be a hairless body. | Hint: In a group of deer mice, some individuals have a hairy body and others have a hairless body. In this group, the gene for the body hair trait has two alleles. The allele for a hairy body (B) is dominant over the allele for a hairless body (b).
+Toffee is a deer mouse from this group. Toffee has the homozygous genotype bb for the body hair gene."
+"Question: What kind of sentence is this?
+I can't believe settlers went over that mountain without cars! | Choices: [interrogative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence."
+"Question: Which tense does the sentence use?
+Dan will dust off the shelf with a rag. | Choices: [future tense, past tense, present tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, dust. The verb tells you about something that is going to happen."
+"Question: Which word would you find on a dictionary page with the following guide words?
+see - stroke | Choices: [scissors, sit] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since sit is between the guide words see - stroke, it would be found on that page."
+"Question: Based on this information, what is this pea plant's genotype for the flower position gene? | Choices: [axial flowers, FF] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. The pea plant has two alleles for axial flowers (F). So, the plant's genotype for the flower position gene is FF. | Hint: This passage describes the flower position trait in pea plants:
+
+In a group of pea plants, some individuals have axial flowers and others have terminal flowers. In this group, the gene for the flower position trait has two alleles. The allele F is for axial flowers, and the allele f is for terminal flowers.
+A certain pea plant from this group has axial flowers. This plant has two alleles for axial flowers."
+"Question: Compare the motion of three sailboats. Which sailboat was moving at the highest speed? | Choices: [a sailboat that moved 35kilometers west in 5hours, a sailboat that moved 90kilometers west in 5hours, a sailboat that moved 55kilometers east in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. | Solution: Look at the distance each sailboat moved and the time it took to move that distance. The direction each sailboat moved does not affect its speed.
+Notice that each sailboat moved for 5 hours. The sailboat that moved 90 kilometers moved the farthest distance in that time. So, that sailboat must have moved at the highest speed."
+"Question: What do these two changes have in common?
+melting wax
+baking an apple pie | Choices: [Both are only physical changes., Both are chemical changes., Both are caused by heating., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Melting wax is a change of state. So, it is a physical change. The wax changes from solid to liquid. But it is still made of the same type of matter.
+Baking an apple pie is a chemical change. The type of matter in the pie changes when it is baked. The crust turns brown, and the apples become soft.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Melting wax is a physical change. But baking a pie is not.
+Both are chemical changes.
+Baking a pie is a chemical change. But melting wax is not.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Is the following trait inherited or acquired?
+Jada plays hockey. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play hockey. Instead, some people learn how to play hockey. Playing the sport takes practice. So, playing hockey is an acquired trait. | Hint: Hint: Playing hockey takes practice."
+"Question: Which text uses the word unique in its traditional sense? | Choices: [Reid bought his unique coffee table from a factory outlet store in Oakdale., Reid custom ordered his unique coffee table from a master craftsman in Oakdale.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses unique in its traditional sense: being the only one of its kind.
+Reid custom ordered his unique coffee table from a master craftsman in Oakdale.
+The second text uses unique in its nontraditional sense: interesting or unusual. Reid's coffee table is an interesting style, but it was made in a factory and is probably not actually one of a kind.
+Reid bought his unique coffee table from a factory outlet store in Oakdale.
+Most style guides recommend to use the traditional sense of the word unique because it is considered more standard."
+"Question: What do these two changes have in common?
+a slice of banana turning brown
+burning food on a stove | Choices: [Both are caused by cooling., Both are only physical changes., Both are chemical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A slice of banana turning brown is a chemical change. The part of the banana in contact with the air reacts with oxygen and turns into a different type of matter.
+Burning food on a stove is a chemical change. When the food burns, the type of matter in it changes. The food turns black and gives off smoke.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Burning is caused by heating. But a slice of banana turning brown is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which logical fallacy is used in the text?
+Ms. Gordon has suggested that our schools let students take statistics instead of algebra to graduate. Frankly, it is puzzling to me that she thinks algebra is a useless subject. | Choices: [circular reasoning: an argument that supports a claim with the claim itself, appeal to nature: the assumption that natural things are always good, straw man: a misrepresentation of an opponent's position that makes it easier to argue against] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Ms. Gordon thinks algebra is useless because she would let students take statistics instead. However, Ms. Gordon only claimed that students should be allowed to take statistics instead of algebra. She did not suggest that algebra is a useless subject. This illustrates a type of logical fallacy known as a straw man."
+"Question: Choose the poem that uses end rhyme. | Choices: [The summer and autumn had been so wet,
+That in winter the corn was growing yet:
+'Twas a sorrowful sight to see, all around,
+The grain lie rotting on the ground., Black shapes bending,
+Taxicabs crush in the crowd.
+The tops are each a shining square
+Shuttles that steadily press through woolly fabric.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reading-comprehension | Skill: Identify elements of poetry | Lecture: Poetry is a special kind of writing. It has many elements that make it different from ordinary writing. Knowing these elements can help you talk about poetry, understand it better, and enjoy it more.
+A poem rhymes when it has a pattern of words that end in the same sound.
+End rhyme is when the rhymes appear at the end of a poem's lines.
+Little Betty Blue,
+Lost her holiday shoe.
+—From Mother Goose
+Internal rhyme is when at least one of the rhyming words appears inside the poem's lines.
+Sweet dreams of pleasant streams.
+—From William Blake, ""A Cradle Song""
+Rhythm is the pattern of strong and weak syllables, or stress, in a poem. You can recognize rhythm in a poem by listening to how it sounds. Poems with regular rhythm have a beat, like in music.
+He watches from his mountain walls,
+And like a thunderbolt he falls.
+—From Alfred, Lord Tennyson, ""The Eagle""
+The syllables in bold are strong. We say them with more force than the other syllables. In this poem, every weak syllable is followed by a strong syllable. Each line sounds like da-DUM da-DUM da-DUM da-DUM. To better hear the rhythm, try reading it aloud while clapping on each strong syllable.
+Free verse is when a poem has neither a regular rhythm nor a rhyme pattern.
+The old bridge has a wrinkled face.
+He bends his back
+For us to go over.
+—From Hilda Conkling, ""The Old Bridge""
+The syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.
+Repetition is when words, phrases, or whole lines are repeated.
+The dainty flying squirrel
+In vest of shining white,
+In coat of silver gray,
+And vest of shining white.
+—Adapted from Mary E. Burt, ""The Flying Squirrel""
+Alliteration is when beginning consonant sounds are repeated in words that are close together.
+Where the wild men watched and waited
+Wolves in the forest, and bears in the bush.
+—From Bayard Taylor, ""A Night with a Wolf""
+Onomatopoeia is when language sounds like what it talks about.
+Sometimes the onomatopoeia uses made-up words:
+Tlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.
+—From Alfred Noyes, ""The Highwayman""
+Sometimes the onomatopoeia uses real words:
+Hark! the honey bee is humming.
+—From Mary Howitt, ""The Voice of Spring"" | Solution: This poem uses end rhyme. Its rhymes come at the end of its lines.
+That in winter the corn was growing yet:
+The grain lie rotting on the ground. | Hint: From John Gould Fletcher, ""London Excursion"" and adapted from Robert Southey, ""The Legend of Bishop Hatto"""
+"Question: What is the source of the allusion in the sentence below?
+The candidate's fixation on his opponent's failure to wear a flag pin on flag day seemed at times to border on McCarthyism. | Choices: [British history, U.S. history] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion McCarthyism is U.S. history.
+In the 1950 s, U.S. senator Joseph McCarthy led a ruthless investigation of Americans whom he accused of being Communist sympathizers. Based on flimsy or nonexistent evidence, the accusations created a climate of suspicion and fear.
+The allusion McCarthyism means aggressive questioning of a person's patriotism."
+"Question: What information supports the conclusion that Deb inherited this trait? | Choices: [Deb's hair is the same color as her brown eyes., Deb's father has brown eyes. He passed this trait down to Deb.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Deb has brown eyes."
+"Question: How long is an adult alligator? | Choices: [11 miles, 11 yards, 11 inches, 11 feet] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of an adult alligator is 11 feet.
+11 inches is too short. 11 yards and 11 miles are too long. | Hint: Select the best estimate."
+"Question: What information supports the conclusion that Max acquired this trait? | Choices: [Max learned how to knit in an after school program., Max knits sweaters using cotton, wool, and other types of yarn.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Max knows how to knit sweaters."
+"Question: Which figure of speech is used in this text?
+Rhianna's Bistro used to be a great place to go for a delicious and carefully prepared dinner, but nobody goes there anymore: it's too crowded. | Choices: [oxymoron, paradox] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Nobody goes there anymore: it's too crowded at first appears to be contradictory, because if no one goes to the restaurant, then the restaurant should be empty, not crowded. However, it contains some truth: if a restaurant is frequently perceived to be too crowded, many people will no longer want to go there."
+"Question: What does the verbal irony in this text suggest?
+""It was my good luck to have to study for a test while all my friends went to the water park,"" Steven remarked. | Choices: [Steven was upset about staying home., Steven wanted time to catch up on his responsibilities.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Good luck ironically suggests that Steven was upset about staying home. Steven was actually unlucky because he couldn't join his friends at the water park."
+"Question: What does the simile in this text suggest?
+The president said that his belief in freedom of expression is as solid as the ground we stand on. | Choices: [The president's belief in freedom of expression is firm and unwavering., The president's belief in freedom of expression is recorded in a document.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night. | Solution: The text includes a simile, using like or as to compare two things that are not actually alike.
+The simile solid as the ground we stand on suggests that the president's belief in freedom of expression is firm and unwavering. The ground is solid and firm, which indicates that the president's belief is, too."
+"Question: Would you find the word admire on a dictionary page with the following guide words?
+actually - afraid | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since admire is between the guide words actually - afraid, it would be found on that page."
+"Question: Based on this information, what is this plant's phenotype for the fruit texture trait? | Choices: [bumpy fruit, smooth fruit] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: The cucumber plant's genotype for the fruit texture gene is ff. The cucumber plant's genotype of ff has only f alleles. The f allele is for smooth fruit. So, the cucumber plant's phenotype for the fruit texture trait must be smooth fruit.
+To check this answer, consider whether the cucumber plant's alleles are dominant or recessive. The allele for smooth fruit (f) is recessive to the allele for bumpy fruit (F). This means F is a dominant allele, and f is a recessive allele.
+The cucumber plant's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the cucumber plant's phenotype for the fruit texture trait must be smooth fruit. | Hint: In a group of cucumber plants, some individuals have bumpy fruit and others have smooth fruit. In this group, the gene for the fruit texture trait has two alleles. The allele for smooth fruit (f) is recessive to the allele for bumpy fruit (F).
+A certain cucumber plant from this group has the homozygous genotype ff for the fruit texture gene."
+"Question: Which text uses the word factoid in its traditional sense? | Choices: [Oscar subscribed to an online newsletter about African wildlife; he enjoyed receiving daily factoids about the wild animals' natural habitats and behavior., Oscar seemed to know a lot about African wildlife, but it turned out that his knowledge was mostly based on factoids gleaned from unreliable websites.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses factoid in its traditional sense: something made up presented as a true fact.
+Oscar seemed to know a lot about African wildlife, but it turned out that his knowledge was mostly based on factoids gleaned from unreliable websites.
+The first text uses factoid in its nontraditional sense: a trivial but true fact.
+Oscar subscribed to an online newsletter about African wildlife; he enjoyed receiving daily factoids about the wild animals' natural habitats and behavior.
+Most style guides recommend to use the traditional sense of the word factoid because it is considered more standard."
+"Question: What information supports the conclusion that Jennifer inherited this trait? | Choices: [Jennifer and her mother both wear their hair in braids., Jennifer's parents have red hair. They passed down this trait to Jennifer.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Jennifer has red hair."
+"Question: Which is scratchier? | Choices: [metal flute, sandpaper] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Scratchy is a property. A scratchy material is rough and itchy against your skin.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the sandpaper is scratchier. If you touch a piece of sandpaper, it will feel rough and itchy."
+"Question: Select the activity that doesn't belong. | Choices: [sweep, scrub, swing, wipe] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: vocabulary | Skill: Select the words that don't belong | Lecture: nan | Solution: Swing doesn't belong.
+Sweep, wipe, and scrub all name ways to clean."
+"Question: Based on this information, what is Admiral's genotype for the body color gene? | Choices: [a gray body, BB] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Admiral has two alleles for a gray body (B). So, Admiral's genotype for the body color gene is BB. | Hint: In a group of guppies, some individuals have a gray body and others have a golden body. In this group, the gene for the body color trait has two alleles. The allele B is for a gray body, and the allele b is for a golden body.
+Admiral, a guppy from this group, has a gray body. Admiral has two alleles for a gray body."
+"Question: Compare the motion of three motorboats. Which motorboat was moving at the lowest speed? | Choices: [a motorboat that moved 140kilometers east in 5hours, a motorboat that moved 235kilometers west in 5hours, a motorboat that moved 205kilometers west in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each motorboat moved and the time it took to move that distance. The direction each motorboat moved does not affect its speed.
+Notice that each motorboat moved for 5 hours. The motorboat that moved 140 kilometers moved the shortest distance in that time. So, that motorboat must have moved at the lowest speed."
+"Question: How long is a parking space? | Choices: [8 centimeters, 8 kilometers, 8 meters, 8 millimeters] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a parking space is 8 meters.
+8 millimeters and 8 centimeters are too short. 8 kilometers is too long. | Hint: Select the best estimate."
+"Question: Which word would you find on a dictionary page with the following guide words?
+member - musket | Choices: [mark, mitt] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since mitt is between the guide words member - musket, it would be found on that page."
+"Question: What does the allusion in this text suggest?
+When Diana claimed she had loaded the dishwasher before turning on Dancing with the Stars, her mother replied, ""Your nose is growing!"" | Choices: [Diana was trustworthy., Diana was lying.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+The allusion nose is growing suggests that Diana was lying. In the story of Pinocchio, when Pinocchio lies, his nose grows longer."
+"Question: Which logical fallacy is used in the text?
+In this election, we've seen the highest voter turnout ever recorded. If you have any doubts about Eric Hong's qualifications, just look at how many people have come out to vote for him. | Choices: [bandwagon fallacy: the assumption that the popular choice is automatically correct, false causation: the assumption that because two things happened together, one caused the other] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Eric Hong is the most qualified candidate, because so many voters turned out to vote. However, even though many people voted for him, that doesn't necessarily mean that Eric Hong is the most qualified candidate. This illustrates a type of logical fallacy known as the bandwagon fallacy."
+"Question: Select the mixture. | Choices: [sugar, yogurt] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Identify mixtures | Lecture: A pure substance is made of only one type of matter.
+A mixture is made of two or more types of matter mixed together. | Solution: nan"
+"Question: Select the one animal that has all of the amphibian traits listed above. | Choices: [Green frogs have moist skin. Green frog tadpoles hatch from eggs without shells and live underwater. The adult frogs live on land near ponds and rivers. They may jump into the water to hide from predators., Western gorillas have black, gray, or brown fur. Adult males are sometimes called silverbacks because they have often have gray fur on their backs. Female western gorillas feed their offspring milk.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Amphibians have the following traits:
+They spend part of their lives in water and part on land.
+They have moist skin.
+They make eggs with no shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A green frog has the following traits:
+It spends part of its life in water and part on land.
+It has moist skin.
+It makes eggs with no shells.
+A green frog has the traits of an amphibian. A green frog is an amphibian.
+A western gorilla has the following traits:
+It feeds its offspring milk.
+It has fur.
+A western gorilla does not have all of the traits of an amphibian. A western gorilla is a mammal. | Hint: Amphibians are a group of animals with similar traits. The following traits can be used to identify amphibians:
+They spend part of their lives in water and part on land.
+They have moist skin.
+They make eggs with no shells. Observe the animals and read the descriptions."
+"Question: Is the following trait inherited or acquired?
+Dale has a scar on his right knee. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait."
+"Question: Would you find the word shave on a dictionary page with the following guide words?
+scissors - site | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since shave is between the guide words scissors - site, it would be found on that page."
+"Question: According to the passage, which statement is true? | Choices: [The House of Representatives is a part of Congress., Congress does not have legislative power.] | Task: closed choice | Subject: social science | Grade: grade8 | Topic: civics | Skill: The Legislative Branch | Lecture: nan | Solution: nan | Hint: The Legislative Branch is described in Article I of the United States Constitution. Read Section 1 of Article I. Then answer the question.
+All legislative powers herein granted shall be vested in a Congress of the United States, which shall consist of a Senate and House of Representatives.
+legislative: law-making
+vested in: given to
+consist: be made up of"
+"Question: In the 1970s, very few companies made and sold personal computers. Nobody knew if consumers would want to buy them. But when computers turned out to be popular with consumers, more companies started making and selling them.
+What happened to the overall supply of personal computers? | Choices: [The supply went down., The supply went up.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Some of the first computer companies became successful quickly. Other companies saw that a lot of people wanted to buy personal computers. So more companies started selling them. The number of producers went up. So, the supply of personal computers went up."
+"Question: Which sentence is more formal? | Choices: [Rice is super important for billions of people around the world., Rice is the staple food for billions of people around the world.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The second sentence is less formal. You can tell because it uses conversational language (super).
+The first sentence uses formal language in place of the conversational language, so it is more formal overall."
+"Question: Last year, there were seven men's clothing stores on Main Street in Hampton. This year, there are only three. What probably happened to the overall supply of men's shirts in Hampton? | Choices: [The supply probably went down., The supply probably went up.] | Task: closed choice | Subject: social science | Grade: grade8 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down."
+"Question: Which figure of speech is used in this text?
+Jaden's leaving his job? That's old news. He's been planning that for months. | Choices: [oxymoron, euphemism] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Old news is a contradiction, because news is recent information."
+"Question: Which is a simple sentence? | Choices: [First, Leo planted the geraniums in a clay pot, and then he placed the pot on a sunny windowsill in his kitchen., Babe Ruth hit 714 home runs during his baseball career but struck out 1,330 times.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the simple sentence. It is a single independent clause.
+Babe Ruth hit 714 home runs during his baseball career but struck out 1,330 times."
+"Question: Select the plant. | Choices: [Barrel cactuses grow in the ground., Gorillas eat leaves, fruits, and insects., Honey bees walk and fly., Kangaroos hop and swim.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A kangaroo is an animal. It hops and swims.
+Kangaroos hop to move around. They use their large tails for balance while hopping.
+A gorilla is an animal. It eats leaves, fruits, and insects.
+Gorillas live in groups called troops.
+A honey bee is an animal. It walks and flies.
+A honey bee is an insect. Honey bees live in large groups called colonies.
+A barrel cactus is a plant. It grows in the ground.
+A barrel cactus is covered in spines. The spines protect the barrel cactus from being eaten by animals."
+"Question: Which tense does the sentence use?
+Mr. Meyer buys a new coat. | Choices: [future tense, past tense, present tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, buys. The verb ends in -s and tells you about something that is true or happening now."
+"Question: What is the mass of an elephant? | Choices: [6,165 kilograms, 6,165 grams] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of an elephant is 6,165 kilograms.
+6,165 grams is too light. | Hint: Select the better estimate."
+"Question: Select the invertebrate. | Choices: [castor bean tick, zebra dove, Solomon leaf frog, harvest mouse] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A zebra dove is a bird. Like other birds, a zebra dove is a vertebrate. It has a backbone.
+A harvest mouse is a mammal. Like other mammals, a harvest mouse is a vertebrate. It has a backbone.
+A Solomon leaf frog is an amphibian. Like other amphibians, a Solomon leaf frog is a vertebrate. It has a backbone.
+A castor bean tick is an insect. Like other insects, a castor bean tick is an invertebrate. It does not have a backbone. It has an exoskeleton. | Hint: Hint: Insects, spiders, and worms are invertebrates."
+"Question: Using only these supplies, which question can Lorenzo investigate with an experiment? | Choices: [Does vinegar separate faster when stirred together with olive oil or with coconut oil?, Does vegetable oil separate faster when stirred together with vinegar or with water?, Does vegetable oil separate faster when stirred together with cold water or with hot water?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Lorenzo mixes oil and vinegar to make salad dressing. He notices that after a few minutes, the oil and vinegar separate. He wonders what factors affect how quickly liquids separate. So, he decides to design an experiment. He has the following supplies available:
+three glass bottles
+olive oil
+vegetable oil
+vinegar
+cold water"
+"Question: Based on this information, what is Muffin's genotype for the fur color gene? | Choices: [brown fur, ff] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Muffin has two alleles for brown fur (f). So, Muffin's genotype for the fur color gene is ff. | Hint: In a group of rabbits, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele F is for black fur, and the allele f is for brown fur.
+Muffin, a rabbit from this group, has brown fur. Muffin has two alleles for brown fur."
+"Question: What kind of sentence is this?
+Which of these professions do you think requires more formal education—being a lawyer or being a college professor? | Choices: [exclamatory, interrogative, imperative] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: Based on this information, what is Amigo's phenotype for the coat pattern trait? | Choices: [white spots, solid coloring] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine Amigo's phenotype for the coat pattern trait. First, consider the alleles in Amigo's genotype for the coat pattern gene. Then, decide whether these alleles are dominant or recessive.
+The allele for solid coloring (A) is dominant over the allele for white spots (a). This means A is a dominant allele, and a is a recessive allele.
+Amigo's genotype of Aa has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Amigo's phenotype for the coat pattern trait must be solid coloring. | Hint: In a group of cows, some individuals have solid coloring and others have white spots. In this group, the gene for the coat pattern trait has two alleles. The allele for solid coloring (A) is dominant over the allele for white spots (a).
+Amigo is a cow from this group. Amigo has the heterozygous genotype Aa for the coat pattern gene."
+"Question: What is the volume of a can of soda pop? | Choices: [330 liters, 330 milliliters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a can of soda pop is 330 milliliters.
+330 liters is too much. | Hint: Select the better estimate."
+"Question: Complete the text.
+After losing the Battles of Saratoga, British leaders changed their plans for the war. In 1778, they decided their main goal should be to control (). | Choices: [the Southern Colonies, the Middle Colonies, New England, the port of New Orleans] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: us-history | Skill: The American Revolution: conclusion and aftermath | Lecture: nan | Solution: In 1778, the British leaders decided their main goal should be to control the Southern Colonies. After the Battles of Saratoga, the British gave up hope of controlling New England or the Middle Colonies. The port of New Orleans was under Spanish control."
+"Question: What do these two changes have in common?
+tearing a piece of paper
+pouring milk on oatmeal | Choices: [Both are caused by heating., Both are only physical changes., Both are chemical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Tearing a piece of paper is a physical change. The paper tears into pieces. But each piece is still made of paper.
+Pouring milk on oatmeal is a physical change. The oatmeal and milk form a creamy mixture. But making this mixture does not form a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which figure of speech is used in this text?
+Tony's leaving his job? That's old news. He's been planning that for months. | Choices: [chiasmus, oxymoron] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Old news is a contradiction, because news is recent information."
+"Question: Which text uses the word travesty in its traditional sense? | Choices: [Devin realized that his essay about the Space Race was a bit inaccurate, but he still thought it a travesty that such an entertaining essay should receive a poor grade., Devin's ill-researched essay about the Space Race received a poor grade because it presented such a travesty of the actual historical events.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses travesty in its traditional sense: a ridiculous imitation; a parody.
+Devin's ill-researched essay about the Space Race received a poor grade because it presented such a travesty of the actual historical events.
+The second text uses travesty in its nontraditional sense: a disappointment or a tragedy.
+Devin realized that his essay about the Space Race was a bit inaccurate, but he still thought it a travesty that such an entertaining essay should receive a poor grade.
+Most style guides recommend to use the traditional sense of the word travesty because it is considered more standard."
+"Question: Would you find the word musket on a dictionary page with the following guide words?
+maid - mist | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since musket is not between the guide words maid - mist, it would not be found on that page."
+"Question: Select the living thing. | Choices: [swing set, koala, brick wall, bathtub] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
+All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
+All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A brick wall is not a living thing.
+Brick walls do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
+A swing set is not a living thing.
+Swing sets do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
+A bathtub is not a living thing.
+Bathtubs do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
+A koala is a living thing.
+Koalas grow and respond to their environment. They need food and water. Koalas are made up of many cells."
+"Question: Which is harder? | Choices: [toothpaste, wood chair] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Hard is a property. A hard material keeps its shape when you press on it with your finger.
+Look at each picture, one at a time. Imagine pushing on the material shown in each picture.
+Of the choices, the wood chair is harder. If you squeeze a piece of wood, it will not change shape."
+"Question: Is this a run-on sentence?
+In 2014, researchers discovered forgotten satellite images of Earth from the early 1960s that, when compared with recent satellite photographs, reveal how humans have altered the face of the planet. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.
+In 2014, researchers discovered forgotten satellite images of Earth from the early 1960 s that, when compared with recent satellite photographs, reveal how humans have altered the face of the planet."
+"Question: What is the mass of an eraser? | Choices: [38 kilograms, 38 grams] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of an eraser is 38 grams.
+38 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: Which word would you find on a dictionary page with the following guide words?
+these - tomato | Choices: [tint, tender] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since tint is between the guide words these - tomato, it would be found on that page."
+"Question: Which tense does the sentence use?
+The voyage lasted for several months. | Choices: [future tense, present tense, past tense] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, lasted. The verb ends in -ed and tells you about something that has already happened."
+"Question: Which is a compound sentence? | Choices: [The tailor measures the length of the pant leg., The captain saw storm clouds, so he steered the ship back to shore.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.
+The captain saw storm clouds, so he steered the ship back to shore."
+"Question: How long does it take to sing the ABC song? | Choices: [22 seconds, 22 minutes] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to sing the ABC song is 22 seconds.
+22 minutes is too slow. | Hint: Select the better estimate."
+"Question: What is the source of the allusion in the sentence below?
+The headline read: ""Smart Phones Becoming Big Brother."" | Choices: [literature, a song] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Big Brother is literature.
+George Orwell's novel 1984 focuses on a totalitarian society in which the citizens are frequently reminded that their leader, Big Brother, is always watching.
+The allusion Big Brother means a threatening power that monitors all aspects of people's lives."
+"Question: What information supports the conclusion that Jared acquired this trait? | Choices: [Jared likes to look at butterflies and beetles., Jared learned to identify insects by reading many books about insects.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Jared is good at identifying insects."
+"Question: What information supports the conclusion that Betty acquired this trait? | Choices: [Betty is most interested in plant biology., Betty learned biology by doing experiments.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Betty knows a lot about biology."
+"Question: Using only these supplies, which question can Becky investigate with an experiment? | Choices: [Do small rocks or large rocks skip more times when thrown across the river?, Do round rocks or flat rocks skip more times when thrown across the river?, Do rocks skip more times when thrown across a river or across a pond?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Becky likes to skip rocks at the river. She notices that some of the rocks she throws skip off the surface of the water many times, while others skip once and then sink. She wonders what factors affect how well rocks skip on the water. So, she decides to design an experiment. She has the following supplies available:
+10 small flat rocks
+10 large flat rocks
+access to the river by her school"
+"Question: Based on this information, what is Bolt's phenotype for the coat pattern trait? | Choices: [solid coloring, AA] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Bolt's observable version of the coat pattern trait is solid coloring. So, Bolt's phenotype for the coat pattern trait is solid coloring. | Hint: In a group of cows, some individuals have solid coloring and others have white spots. In this group, the gene for the coat pattern trait has two alleles. The allele A is for solid coloring, and the allele a is for white spots.
+Bolt, a cow from this group, has solid coloring. Bolt has two alleles for solid coloring."
+"Question: Which tense does the sentence use?
+At the party, the sisters danced together. | Choices: [past tense, present tense, future tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, danced. The verb ends in -ed and tells you about something that has already happened."
+"Question: Which sentence states a fact? | Choices: [Spinach tastes worse than any other vegetable., The spinach plant is native to Asia.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The first sentence states a fact.
+The spinach plant is native to Asia.
+It can be proved by looking up information about spinach.
+The second sentence states an opinion.
+Spinach tastes worse than any other vegetable.
+Worse shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes one vegetable taste worse than another."
+"Question: Which sentence states a fact? | Choices: [During the Civil War, Frederick Douglass spoke to President Abraham Lincoln about the treatment of African American soldiers., Of all those who fought to put an end to slavery in America, the writer and abolitionist Frederick Douglass had the greatest influence.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved by research or observation.
+Napoleon Bonaparte was shorter than King Louis XVI.
+The statement above is a fact. The statement can be proved by researching the height of each man and comparing them.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved.
+Napoleon Bonaparte was a better leader than King Louis XVI.
+The statement above is an opinion. People can have different ideas about what makes someone a ""better"" leader, so the statement cannot be proved. | Solution: The second sentence states a fact.
+During the Civil War, Frederick Douglass spoke to President Abraham Lincoln about the treatment of African American soldiers.
+It can be proved by reading Frederick Douglass's autobiography.
+The first sentence states an opinion.
+Of all those who fought to put an end to slavery in America, the writer and abolitionist Frederick Douglass had the greatest influence.
+Most influential shows what a person believes, thinks, or feels. Another person might have a different opinion about which abolitionist had the greatest influence."
+"Question: Which logical fallacy is used in the text?
+How do I know that Polly is the most intelligent person in our geometry class? I know because she's so smart. | Choices: [guilt by association: a negative association intended to discredit someone or something, circular reasoning: an argument that supports a claim with the claim itself] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Polly is intelligent because she's smart. However, the ""evidence"" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning."
+"Question: What is the mass of a full bag of groceries? | Choices: [9 tons, 9 ounces, 9 pounds] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a full bag of groceries is 9 pounds.
+9 ounces is too light and 9 tons is too heavy. | Hint: Select the best estimate."
+"Question: Complete the sentence so that it uses personification.
+Molly finally found her phone () under the bed. | Choices: [hiding, missing] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word hiding. It describes the phone as if it were a person who is hiding."
+"Question: Select the elementary substance. | Choices: [fluoromethane (CH3F), copper (Cu), hydrogen sulfide (H2S)] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Identify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for fluoromethane contains three symbols: C for carbon, H for hydrogen, and F for fluorine. So, fluoromethane is made of three chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, fluoromethane is a compound, not an elementary substance. The chemical formula for hydrogen sulfide contains two symbols: H for hydrogen and S for sulfur. So, hydrogen sulfide is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, hydrogen sulfide is a compound, not an elementary substance. The chemical formula for copper contains one symbol: Cu. So, copper is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, copper is an elementary substance."
+"Question: Which change best matches the sentence?
+A rock from outer space hits Earth's surface. | Choices: [landslide, erosion, meteorite crash] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: Classify changes to Earth's surface II | Lecture: nan | Solution: nan"
+"Question: Complete the statement. Assume that the book's mass did not change.
+The gravitational potential energy stored between the book and Earth () as the book fell toward the ground. | Choices: [decreased, stayed the same, increased] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the book and the center of Earth changed.
+The ground is lower than the bookshelf. As the book fell toward the ground, the distance between the book and the center of Earth decreased. So, the gravitational potential energy stored between the book and Earth decreased as the book fell toward the ground. | Hint: Read the text about an object in motion.
+Harold knocked a book off a bookshelf. The book fell to the ground."
+"Question: What does this Works Cited entry indicate about the cited work?
+Poniewozik, James. ""TV Makes a Too-Close Call."" Time 20 Nov. 2000: 70–71. Print. | Choices: [It is a book., It appears on pages 70–71., Time is the publisher.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: reference-skills | Skill: Understand a Works Cited entry (MLA 7th edition) | Lecture: When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.
+Below are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.
+Books:
+Format | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.
+Example | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.
+Essays, short stories, or poems in an anthology or book:
+Format | Author(s). ""Essay, Poem, or Short Story Title."" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.
+Example | James, Henry. ""The Middle Years."" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.
+Magazine and newspaper articles:
+Format | Author(s). ""Article Title."" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.
+Example | Hayes, David J., and James H. Stock. ""The Real Cost of Coal."" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.
+Journal articles:
+Format | Author(s). ""Article Title."" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.
+Example | Gillette, Jane, et al. ""Human Simulations of Vocabulary Learning."" Cognition 73.2 (1999): 135-176. Print.
+Web pages:
+Format | Author(s). ""Page Title."" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.
+Example | Gunn, Janelle P., and Lauren E. Owens. ""How to Slash Sodium from Your Diet."" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.
+Additional guidelines:
+Author Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by ""et al.,"" which stands for and others (e.g., Smith, Jane, et al.).
+Medium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are ""Print"" and ""Web,"" but other possibilities include ""Film,"" ""E-mail,"" and ""Lecture."" Whenever the Medium of Publication is ""Web,"" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.
+Editors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. ""Ed."" stands for edited by. ""Trans."" stands for translated by.
+Missing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation ""n. pag."" is used instead. If a work has no available publication date, the abbreviation ""n.d."" is used instead. If a work has no available publisher or no available city of publication, the abbreviation ""n.p."" is used instead.
+ | Solution: Look closely at the Works Cited entry:
+Poniewozik, James. ""TV Makes a Too-Close Call."" Time 20 Nov. 2000: 70–71. Print.
+You can tell that the cited work appears on pages 70–71 by looking at the page numbers, which appear after the date of publication."
+"Question: Which text uses the word factoid in its traditional sense? | Choices: [As a geneticist, Camille enjoys watching science documentaries and sharing various factoids she's learned with her colleagues., As a geneticist, Camille dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses factoid in its traditional sense: something made up presented as a true fact.
+As a geneticist, Camille dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.
+The second text uses factoid in its nontraditional sense: a trivial but true fact.
+As a geneticist, Camille enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.
+Most style guides recommend to use the traditional sense of the word factoid because it is considered more standard."
+"Question: Which correctly shows the title of a movie? | Choices: [***Max Keeble's Big Move***, ""Max Keeble's Big Move""] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A movie should be in italics.
+The correct title is **Max Keeble's Big Move**."
+"Question: Which closing is correct for a letter? | Choices: [Best Wishes,
+Brenda, Best wishes,
+Brenda] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Using only these supplies, which question can Katy investigate with an experiment? | Choices: [Do candles with thick wicks or with thin wicks produce more smoke?, Do scented candles or unscented candles produce more smoke?, Do large candles or small candles produce more smoke?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Katy is burning some new candles. She notices that they produce different amounts of smoke. She wonders what factors affect how much smoke a candle produces. So, she decides to design an experiment. She has the following supplies available:
+two large unscented candles with thick wicks
+two large unscented candles with thin wicks
+a box of matches"
+"Question: Which text message is more formal? | Choices: [Heads up! Benton is here. In the lobby., Ms. Benton is already here. She's waiting in the lobby.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second text message is more formal. It uses complete sentences, avoids slang (heads up), and uses the person's title (Ms. Benton). The other text message includes more casual language and sentence fragments."
+"Question: Select the one animal that has all of the amphibian traits listed above. | Choices: [American green tree frogs have moist, smooth skin and lay eggs with no shells. They live underwater for the first part of their lives. As adults, they live on land near ponds or swamps. Adult male American green tree frogs have a loud mating call., Chinese alligators live in lakes and streams in eastern China. They lay eggs with shells and live in underground burrows in the winter. Chinese alligators have scaly, waterproof skin.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Amphibians have the following traits:
+They spend part of their lives in water and part on land.
+They have moist skin.
+They make eggs with no shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A Chinese alligator has the following traits:
+It has scaly, waterproof skin.
+It makes eggs with shells.
+A Chinese alligator does not have all of the traits of an amphibian. A Chinese alligator is a reptile.
+A green tree frog has the following traits:
+It spends part of its life in water and part on land.
+It has moist skin.
+It makes eggs with no shells.
+A green tree frog has the traits of an amphibian. A green tree frog is an amphibian. | Hint: Amphibians are a group of animals with similar traits. The following traits can be used to identify amphibians:
+They spend part of their lives in water and part on land.
+They have moist skin.
+They make eggs with no shells. Observe the animals and read the descriptions."
+"Question: Select the animal that does not have a backbone. | Choices: [redback spider, carp] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: Like other spiders, a redback spider does not have a backbone. It has a hard outer cover.
+A carp is a fish. Like other fish, a carp has a backbone. | Hint: Hint: Insects, spiders, and worms do not have backbones."
+"Question: What do these two changes have in common?
+roasting a marshmallow over a campfire
+baking a loaf of bread | Choices: [Both are only physical changes., Both are caused by cooling., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Roasting a marshmallow is a chemical change. The type of matter on the outside of the marshmallow changes. As a marshmallow is roasted, it turns brown and crispy.
+Baking a loaf of bread is a chemical change. The type of matter in the dough changes when it is baked. The dough turns into bread!
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Is there a surplus or a shortage of posters? | Choices: [shortage, surplus] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Identify shortage and surplus | Lecture: There is a surplus if there is too much for sale at a given price.
+There is a shortage if there is not enough for sale at a given price.
+Surpluses and shortages usually happen when people who are selling goods or services charge too much or too little.
+When the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.
+When the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage. | Solution: At the current price, there are too many posters for sale. There are 100 posters for sale, but only 80 people want to buy one.
+So, there is a surplus of posters. The poster company will not get any money for the leftover posters. | Hint: A poster company printed up 100 posters with its latest design. Posters cost $15 each. At that price, there are 80 people who want to buy one."
+"Question: Which word would you find on a dictionary page with the following guide words?
+battle - bluff | Choices: [behalf, brow] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since behalf is between the guide words battle - bluff, it would be found on that page."
+"Question: Select the one animal that has all of the reptile traits listed above. | Choices: [American green tree frogs have moist, smooth skin and lay eggs with no shells. They live underwater for the first part of their lives. As adults, they live on land near ponds or swamps. Adult male American green tree frogs have a loud mating call., Cobras hatch from eggs with shells. They have a wide, flat hood. A cobra can display its hood to scare away a predator. Like the rest of its body, the hood is covered in waterproof scales.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Reptiles have the following traits:
+They have scaly, waterproof skin.
+They make eggs with shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A green tree frog has the following traits:
+It spends part of its life in water and part on land.
+It has moist skin.
+It makes eggs with no shells.
+A green tree frog does not have all of the traits of a reptile. A green tree frog is an amphibian.
+A cobra has the following traits:
+It has scaly, waterproof skin.
+It makes eggs with shells.
+A cobra has the traits of a reptile. A cobra is a reptile. | Hint: Reptiles are a group of animals with similar traits. The following traits can be used to identify reptiles:
+They have scaly, waterproof skin.
+They make eggs with shells. Observe the animals and read the descriptions."
+"Question: Which word would you find on a dictionary page with the following guide words?
+rat - rigid | Choices: [rehearse, roast] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since rehearse is between the guide words rat - rigid, it would be found on that page."
+"Question: What information supports the conclusion that Doug inherited this trait? | Choices: [Doug's parents were born with straight hair. They passed down this trait to Doug., Doug and his father both have short hair.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Doug has straight hair."
+"Question: Is the following trait inherited or acquired?
+Maura has naturally red hair. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Humans do not choose their natural hair color. Instead, children get their natural hair color from their parents. So, Maura's hair color is an inherited trait. | Hint: Hint: Some people dye their hair. But this does not change their natural hair color."
+"Question: Which logical fallacy is used in the text?
+I'm never setting foot in any seafood restaurant again. We just had a ridiculously overpriced dinner at Max's Seafood Hut, and I have no interest in repeating that experience. | Choices: [circular reasoning: an argument that supports a claim with the claim itself, hasty generalization: a very broad claim based on very little evidence] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that all seafood restaurants are overpriced. However, even though one seafood restaurant was overpriced, that doesn't necessarily mean that all seafood restaurants are overpriced. This illustrates a type of logical fallacy known as a hasty generalization."
+"Question: Which closing is correct for a letter? | Choices: [Best regards,
+Ben, Best Regards,
+Ben] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Would you find the word crystal on a dictionary page with the following guide words?
+carrot - congress | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since crystal is not between the guide words carrot - congress, it would not be found on that page."
+"Question: Which object has the most thermal energy? | Choices: [a metal paper clip at a temperature of 81°F, a metal paper clip at a temperature of 89°F, a metal paper clip at a temperature of 90°F] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three metal paper clips have the same mass but different temperatures. Since the 90°F paper clip is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which is a complete sentence? | Choices: [The cook always wears an apron., Will change out of her wet pants and shirt.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: The cook always wears an apron is a complete sentence. The subject is the cook, and the verb is wears."
+"Question: Compare the motion of three bicycles. Which bicycle was moving at the highest speed? | Choices: [a bicycle that moved 130miles west in 10hours, a bicycle that moved 55miles north in 10hours, a bicycle that moved 170miles west in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. | Solution: Look at the distance each bicycle moved and the time it took to move that distance. The direction each bicycle moved does not affect its speed.
+Notice that each bicycle moved for 10 hours. The bicycle that moved 170 miles moved the farthest distance in that time. So, that bicycle must have moved at the highest speed."
+"Question: Would you find the word down on a dictionary page with the following guide words?
+dandy - dirty | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since down is not between the guide words dandy - dirty, it would not be found on that page."
+"Question: Is the following trait inherited or acquired?
+Lena can ride a motorcycle. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to ride a motorcycle. Instead, many people learn how to ride. So, riding a motorcycle is an acquired trait. | Hint: Hint: Riding a motorcycle well takes practice."
+"Question: Select the living thing. | Choices: [echidna, flower pot] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. Living things use this energy to grow and change. All living things grow and change during their lives.
+All living things sense changes in the world around them. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: An echidna is a living thing.
+Echidnas grow and respond to the world around them. They need food and water.
+Echidnas are mammals. Most mammals give birth to live young, but echidnas lay eggs! Egg-laying mammals are called monotremes.
+A flower pot is not a living thing.
+Flower pots do not have all of the traits of living things. They do not grow or respond to the world around them. They do not need food or water."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Aunt Kate,, dear Aunt Kate,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Aunt Kate is capitalized because it is a proper noun."
+"Question: What does the idiom in this text suggest?
+Mr. and Mrs. Underwood usually see eye to eye, but not when it comes to the controversial mayoral race. | Choices: [Mr. and Mrs. Underwood look each other in the eye., Mr. and Mrs. Underwood usually agree.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom see eye to eye suggests that Mr. and Mrs. Underwood usually agree. When you see eye to eye with someone, you share their opinion."
+"Question: Using only these supplies, which question can Scott investigate with an experiment? | Choices: [Do cloth towels dry faster if they are hung in the laundry room or in the backyard?, Does a small cloth towel or a large cloth towel dry faster when hung in the backyard?, When hung in the laundry room, do black cloth towels or white cloth towels dry more quickly?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: After Scott cleans up a spill, he hangs a wet cloth towel in the laundry room. Two hours later, he notices that the towel has partially dried. He wonders what factors affect how cloth dries. So, he decides to design an experiment. He has the following supplies available:
+two identical white cloth towels
+water
+a clothesline in the laundry room
+a clothesline in the backyard"
+"Question: Which figure of speech is used in this text?
+You've reached Peter Sawyer's voice mail. Please leave a detailed message at the beep, and I will return your call at my earliest convenience. | Choices: [onomatopoeia, idiom] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses onomatopoeia, a word that expresses a sound.
+Beep represents the sound that tells the caller to start recording a message."
+"Question: Which bowl of cereal has more thermal energy? | Choices: [the colder bowl of cereal, the hotter bowl of cereal] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two bowls of cereal are made of the same material and have the same mass. So, the hotter bowl of cereal has more thermal energy. | Hint: Two bowls of cereal are identical except for their temperatures."
+"Question: Compare the motion of two birds. Which bird was moving at a lower speed? | Choices: [a bird that moved 30kilometers in 5hours, a bird that moved 45kilometers in 5hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each bird moved and the time it took to move that distance.
+One bird moved 30 kilometers in 5 hours.
+The other bird moved 45 kilometers in 5 hours.
+Notice that each bird spent the same amount of time moving. The bird that moved 30 kilometers moved a shorter distance in that time. So, that bird must have moved at a lower speed."
+"Question: Which type of sentence is this?
+As Mike sat down on the rickety old chair, it abruptly collapsed beneath him. | Choices: [compound, simple, compound-complex, complex] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.
+As Mike sat down on the rickety old chair, it abruptly collapsed beneath him."
+"Question: Which correctly shows the title of a book? | Choices: [The Blue Cat of Castle Town, the Blue Cat of Castle Town] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word of is not important, so it should not be capitalized.
+The correct title is The Blue Cat of Castle Town."
+"Question: How long does it take for an airplane to cross the Atlantic Ocean? | Choices: [6 seconds, 6 hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes for an airplane to cross the Atlantic Ocean is 6 hours.
+6 seconds is too fast. | Hint: Select the better estimate."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Grandma Emily,, dear Grandma Emily,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Grandma Emily is capitalized because it is a proper noun."
+"Question: Select the living thing. | Choices: [mango tree, brick wall] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. Living things use this energy to grow and change. All living things grow and change during their lives.
+All living things sense changes in the world around them. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A brick wall is not a living thing.
+Brick walls do not have all of the traits of living things. They do not grow or respond to the world around them. They do not need food or water.
+A mango tree is a living thing.
+Mango trees grow and respond to the world around them. They need food and water.
+Mango trees are plants. They make their own food using water, carbon dioxide, and energy from sunlight."
+"Question: Suppose Kaylee decides to go as a superhero. Which result would be a cost? | Choices: [Kaylee will save some time and money. She won't have to go out and get a new costume., Kaylee will give up the chance to wear the costume she is more excited about.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Kaylee wants or needs:
+Kaylee will give up the chance to wear the costume she is more excited about. | Hint: Kaylee is deciding whether to go as a vampire or a superhero to a costume party. She would rather go as a vampire. But she already has a superhero costume."
+"Question: Complete the sentence so that it uses personification.
+Summer () this year; I'm not ready for it to be this hot! | Choices: [came early, sneaked up on me] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the phrase sneaked up on me. It describes summer as if it were a sneaky person."
+"Question: Complete the statement.
+Hydrogen bromide is (). | Choices: [an elementary substance, a compound] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
+A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
+Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
+The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one atomic symbol.
+The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
+For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple atomic symbols.
+The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | Solution: You can tell whether hydrogen bromide is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for hydrogen bromide, HBr, contains two atomic symbols: H for hydrogen and Br for bromine. So, the formula tells you that hydrogen bromide is composed of two chemical elements bonded together.
+Since hydrogen bromide is composed of multiple chemical elements bonded together, hydrogen bromide is a compound. | Hint: Hydrogen bromide can be used to speed up certain types of chemical reactions. The chemical formula for hydrogen bromide is HBr."
+"Question: Which phrase has a more positive connotation? | Choices: [searching for something, snooping for something] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: Searching for something has a more positive connotation. Searching is looking for something carefully. Snooping is looking for something without permission."
+"Question: Using only these supplies, which question can Ann investigate with an experiment? | Choices: [When placed in the sun, will eight ounces of water in a closed jar or eight ounces of water in an open jar get warmer?, Will eight ounces of carbonated water or eight ounces of tap water get warmer when placed in a jar in the sun?, When placed in the sun, will eight ounces of water in a glass jar or eight ounces of water in a plastic cup get warmer?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Ann leaves a glass jar of cold tea outside in full sunlight. When she goes to get it, she notices that the tea is warm. She wonders what factors affect how warm a liquid gets from sitting in the sunlight. So, she decides to design an experiment. She has the following supplies available:
+two identical glass jars
+two jar lids
+tap water
+a measuring cup
+two thermometers"
+"Question: Which logical fallacy is used in the text?
+Jimi Hendrix, Janis Joplin, Jim Morrison, Kurt Cobain, and Amy Winehouse all passed away at the age of twenty-seven. For some reason, being twenty-seven seems to be dangerous for musicians. | Choices: [hasty generalization: a broad claim based on too few observations, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, appeal to nature: the assumption that natural things are always good] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that being twenty-seven makes musicians more likely to pass away. However, that's not necessarily true. These tragedies are likely a coincidence. This illustrates a type of logical fallacy known as a hasty generalization."
+"Question: Complete the sentence.
+An iceberg melting slowly is a (). | Choices: [physical change, chemical change] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+A change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. | Solution: An iceberg melting is a change of state. So, it is a physical change. An iceberg is made of frozen water. As it melts, the water changes from a solid to a liquid. But a different type of matter is not formed."
+"Question: Is a sandwich a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a sandwich is a good or a service, ask these questions:
+Is a sandwich something you can touch? Yes.
+Is a sandwich a job you might pay someone else to do? No.
+So, a sandwich is a good."
+"Question: What does this Works Cited entry indicate about the cited work?
+Davis, Lydia. Samuel Johnson is Indignant: Stories. Brooklyn: McSweeney's Books, 2001. Print. | Choices: [It is an article., It is a short story., It is a book.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: reference-skills | Skill: Understand a Works Cited entry (MLA 7th edition) | Lecture: When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.
+Below are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.
+Books:
+Format | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.
+Example | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.
+Essays, short stories, or poems in an anthology or book:
+Format | Author(s). ""Essay, Poem, or Short Story Title."" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.
+Example | James, Henry. ""The Middle Years."" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.
+Magazine and newspaper articles:
+Format | Author(s). ""Article Title."" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.
+Example | Hayes, David J., and James H. Stock. ""The Real Cost of Coal."" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.
+Journal articles:
+Format | Author(s). ""Article Title."" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.
+Example | Gillette, Jane, et al. ""Human Simulations of Vocabulary Learning."" Cognition 73.2 (1999): 135-176. Print.
+Web pages:
+Format | Author(s). ""Page Title."" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.
+Example | Gunn, Janelle P., and Lauren E. Owens. ""How to Slash Sodium from Your Diet."" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.
+Additional guidelines:
+Author Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by ""et al.,"" which stands for and others (e.g., Smith, Jane, et al.).
+Medium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are ""Print"" and ""Web,"" but other possibilities include ""Film,"" ""E-mail,"" and ""Lecture."" Whenever the Medium of Publication is ""Web,"" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.
+Editors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. ""Ed."" stands for edited by. ""Trans."" stands for translated by.
+Missing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation ""n. pag."" is used instead. If a work has no available publication date, the abbreviation ""n.d."" is used instead. If a work has no available publisher or no available city of publication, the abbreviation ""n.p."" is used instead.
+ | Solution: Look closely at the Works Cited entry:
+Davis, Lydia. Samuel Johnson is Indignant: Stories. Brooklyn: McSweeney's Books, 2001. Print.
+You can tell that the cited work is a book because of the entry's formatting. Book entries always include the book title in italics followed by the place of publication, the publisher name, and the year of publication."
+"Question: Select the part whose main job is to sort and package proteins and other substances in an animal cell. | Choices: [chromosomes, Golgi, nucleus, vacuoles] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Identify functions of animal cell parts | Lecture: Animal cells are made up of many different parts. Each cell part has a function that helps the cell survive and grow.
+Some cell parts are called organelles. Organelles are cell structures that are surrounded by their own membranes. Here are some of the organelles in animal cells:
+Mitochondria help the cell get the energy it needs. Mitochondria break down sugar and release energy that the cell can use for all of its activities.
+The nucleus directs cell activities by sending instructions to different parts of the cell. The nucleus contains structures called chromosomes. The chromosomes are made mostly of hereditary material called DNA. DNA contains information that the cell uses for growth and activities. These instructions tell ribosomes how to build molecules called proteins, which make up cell structures and help chemical reactions happen in the cell.
+The endoplasmic reticulum is an organelle that helps ribosomes build proteins. The nucleus sends instructions for making proteins to ribosomes. Ribosomes can attach to the endoplamic reticulum. The endoplasmic reticulum and ribosomes use these instructions to make proteins that the cell needs to survive and grow.
+After proteins are made in the endoplasmic reticulum, they can be transferred to the Golgi. The Golgi is an organelle made up of flat, stacked membranes. The Golgi sorts and packages proteins and other substances. Then, the Golgi sends these substances to different parts of the cell. Some of these substances are sent to the cell membrane and released from the cell.
+Animal cells also have organelles for storage and waste removal. The vacuoles store sugar and other nutrients. The lysosomes break down worn-out cell parts and other waste. Animal cells usually have several vacuoles and lysosomes.
+Other cell parts are not surrounded by their own membranes. These cell parts are not organelles.
+The cell membrane is a thin layer that surrounds and protects the cell. This layer is a membrane, but it does not have a membrane surrounding it, so it is not an organelle. The cell membrane controls which substances enter and leave the cell.
+The cytoplasm is a thick liquid that fills the space inside the cell. The cytoplasm also helps the cell keep its shape and supports the other cell parts. | Solution: The Golgi sorts and packages proteins and other substances for the cell. The Golgi sends some of these substances to parts of the cell where they are needed. It sends other substances to the cell membrane, where they are released from the cell."
+"Question: Which sentence states a fact? | Choices: [The United States Civil War began in 1861., The United States Civil War was the saddest war.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
+The flag of the United States has 13 stripes.
+This is a fact. It can be proved by looking at the flag and counting the number of stripes.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+The flag of the United States is easy to draw.
+This is an opinion. People may have different opinions about what makes a flag ""easy"" to draw. | Solution: The first sentence states a fact.
+The United States Civil War began in 1861.
+It can be proved by looking up the year that the United States Civil War started.
+The second sentence states an opinion.
+The United States Civil War was the saddest war.
+Saddest shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes a war sad."
+"Question: Which is a complete sentence? | Choices: [Abby spilled apple juice on the carpet., The cardboard box gets wet, it falls apart.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Abby spilled apple juice on the carpet is a complete sentence. The subject is Abby, and the verb is spilled."
+"Question: Which phrase has a more negative connotation? | Choices: [slam the door, shut the door] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: Slam the door has a more negative connotation. If you slam the door, you shut it in a loud and angry way."
+"Question: What information supports the conclusion that Patty acquired this trait? | Choices: [Patty likes to visit sunflower fields., Last summer, Patty's neighbor showed her how to grow sunflowers., Both Patty and her father grow sunflowers.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Patty knows how to grow sunflowers."
+"Question: Which egg has a lower temperature? | Choices: [the egg with less thermal energy, the egg with more thermal energy] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two eggs are made of the same material and have the same mass. So, the egg with less thermal energy has a lower temperature. | Hint: Two eggs are identical except for their thermal energies."
+"Question: Is the following trait inherited or acquired?
+Trevor has a scar on his left elbow. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: Which correctly shows the title of a TV show? | Choices: [Legends of Chima, legends of chima] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word of is not important, so it should not be capitalized.
+The correct title is Legends of Chima."
+"Question: Which logical fallacy is used in the text?
+The thing that makes Hassan stand out as a remarkable cellist is that he's a marvelous musician who plays the cello splendidly. | Choices: [appeal to nature: the assumption that natural things are always good, circular reasoning: an argument that supports a claim with the claim itself, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Hassan is a remarkable cellist because he plays the cello well. However, the ""evidence"" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning."
+"Question: Which statement describes the boy's motion? | Choices: [The boy has a constant velocity., The boy is accelerating.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Identify whether objects are accelerating | Lecture: An object's velocity describes its speed and its direction.
+An object has a constant velocity when neither its speed nor its direction is changing. So, an object has a constant velocity when the object is:
+moving in a straight line at a constant speed, or
+remaining motionless.
+If an object does not have a constant velocity, the object is accelerating. An object is accelerating when either its speed or its direction is changing. So, an object is accelerating when the object is:
+speeding up,
+slowing down, or
+changing direction. | Solution: The boy is changing direction. So, the boy is accelerating. | Hint: A boy is turning to the left as he rides a merry-go-round at a constant speed."
+"Question: Is the following trait inherited or acquired?
+Lola has two arms and two legs. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Most humans are born with two arms and two legs. So, having two arms and two legs is an inherited trait. | Hint: Hint: Lola was born with two arms and two legs."
+"Question: Which sentence uses a simile? | Choices: [Ken's eyes are as green as emeralds., Ken's eyes are bright green emeralds.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: This sentence uses a simile:
+Ken's eyes are as green as emeralds.
+The words eyes and emeralds are compared using the word as.
+This sentence uses a metaphor:
+Ken's eyes are bright green emeralds.
+The words eyes and emeralds are compared without the word like or as."
+"Question: Compare the motion of two fish. Which fish was moving at a lower speed? | Choices: [a fish that moved 5kilometers in 10hours, a fish that moved 30kilometers in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each fish moved and the time it took to move that distance.
+One fish moved 5 kilometers in 10 hours.
+The other fish moved 30 kilometers in 10 hours.
+Notice that each fish spent the same amount of time moving. The fish that moved 5 kilometers moved a shorter distance in that time. So, that fish must have moved at a lower speed."
+"Question: Which tense does the sentence use?
+In the darkness, Rose strained her eyes. | Choices: [past tense, present tense, future tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, strained. The verb ends in -ed and tells you about something that has already happened."
+"Question: How long does it take to toast bread in the toaster? | Choices: [2 seconds, 2 minutes] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to toast bread in the toaster is 2 minutes.
+2 seconds is too fast. | Hint: Select the better estimate."
+"Question: Which type of sentence is this?
+As Alvin sat down on the rickety old chair, it abruptly collapsed beneath him. | Choices: [complex, simple, compound, compound-complex] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.
+As Alvin sat down on the rickety old chair, it abruptly collapsed beneath him."
+"Question: Is the following trait inherited or acquired?
+Hansen has a scar on his right hand. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait."
+"Question: What do these two changes have in common?
+milk going sour
+rust forming on a metal gate | Choices: [Both are only physical changes., Both are caused by heating., Both are chemical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Milk going sour is a chemical change. The type of matter in the milk slowly changes. The new matter that is formed gives the milk its sour taste.
+Rust forming on a metal gate is a chemical change. As the gate rusts, the metal turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which correctly shows the title of a newspaper? | Choices: [News Sun and Evening Star, News Sun and Evening star] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word and is not important, so it should not be capitalized.
+The correct title is News Sun and Evening Star."
+"Question: What information supports the conclusion that Ethan inherited this trait? | Choices: [Ethan's biological mother often wears her naturally brown hair in a bun., Ethan and his siblings all have naturally straight hair., Ethan and his biological father have short hair.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Ethan has naturally brown hair."
+"Question: How long is a tennis racket? | Choices: [65 kilometers, 65 centimeters] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?
+The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.
+There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.
+There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. | Solution: The better estimate for the length of a tennis racket is 65 centimeters.
+65 kilometers is too long. | Hint: Select the better estimate."
+"Question: How long is a sofa? | Choices: [10 inches, 10 feet, 10 miles, 10 yards] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a sofa is 10 feet.
+10 inches is too short. 10 yards and 10 miles are too long. | Hint: Select the best estimate."
+"Question: Is there a surplus or a shortage of tennis rackets? | Choices: [shortage, surplus] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Identify shortage and surplus | Lecture: There is a surplus if there is too much for sale at a given price.
+There is a shortage if there is not enough for sale at a given price.
+Surpluses and shortages usually happen when people who are selling goods or services charge too much or too little.
+When the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.
+When the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage. | Solution: At the current price, there are not enough tennis rackets for sale. There are 50 rackets for sale, but 65 people want to buy one.
+So, there is a shortage of tennis rackets. | Hint: Tennis rackets are on sale for $40. The sporting goods store has 50 rackets available for sale. At that price, 65 people want to buy one."
+"Question: How long does it take to mow the lawn? | Choices: [37 minutes, 37 hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to mow the lawn is 37 minutes.
+37 hours is too slow. | Hint: Select the better estimate."
+"Question: What does the allusion in this text suggest?
+Al Gore had a long career in politics as a congressman and vice president, but he met his Waterloo in the 2000 presidential election, when he lost to George W. Bush. | Choices: [He suffered a crushing defeat., He had his finest moment.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+The allusion met his Waterloo suggests that he suffered a crushing defeat. It refers to the French emperor Napoleon, who suffered his final defeat at the Battle of Waterloo in 1815."
+"Question: How long is a walk across Central Park in New York City? | Choices: [2 millimeters, 2 meters, 2 kilometers, 2 centimeters] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a walk across Central Park in New York City is 2 kilometers.
+2 millimeters, 2 centimeters, and 2 meters are all too short. | Hint: Select the best estimate."
+"Question: Which logical fallacy is used in the text?
+How could Candice have anything insightful to say about foreign affairs? She grew up on a farm. | Choices: [ad hominem: an attack against the person making the argument, rather than the argument itself, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, straw man: a misrepresentation of an opponent's position that makes it easier to argue against] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Candice cannot be insightful about foreign affairs because she grew up on a farm. This is a personal attack that isn't relevant to whether she knows about foreign affairs. This illustrates a type of logical fallacy known as ad hominem."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Mrs. Kemp was overjoyed when she saw her granddaughter for the first time in two years., When Mrs. Kemp saw her granddaughter for the first time in two years, she was overjoyed.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun she could refer to Mrs. Kemp or her granddaughter.
+When Mrs. Kemp saw her granddaughter for the first time in two years, she was overjoyed.
+The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Mrs. Kemp was overjoyed when she saw her granddaughter for the first time in two years."
+"Question: What is the source of the allusion in the sentence below?
+Bryce dropped out of college to travel the world, but a year later, the prodigal son returned home and re-enrolled. | Choices: [the Bible, Greek mythology] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion prodigal son is the Bible.
+In a Biblical parable, the prodigal son irresponsibly spends the inheritance given to him by his father. When he returns home, he expects to be shamed, but his father forgives him.
+The allusion prodigal son means a person who behaves recklessly but later makes a repentant return."
+"Question: Which tense does the sentence use?
+Janelle baked banana bread with nuts. | Choices: [future tense, past tense, present tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, baked. The verb ends in -ed and tells you about something that has already happened."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Sarah asked Erica to make a flourless chocolate cake for their book club meeting because she has a gluten allergy., Because Erica has a gluten allergy, Sarah asked her to make a flourless chocolate cake for their book club meeting.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun she could refer to Sarah or Erica.
+Sarah asked Erica to make a flourless chocolate cake for their book club meeting because she has a gluten allergy.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Because Erica has a gluten allergy, Sarah asked her to make a flourless chocolate cake for their book club meeting."
+"Question: How long is a garden snail? | Choices: [38 kilometers, 38 millimeters, 38 meters, 38 centimeters] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a garden snail is 38 millimeters.
+38 centimeters, 38 meters, and 38 kilometers are all too long. | Hint: Select the best estimate."
+"Question: Is the following trait inherited or acquired?
+Finn has naturally blond hair. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Humans do not choose their natural hair color. Instead, children get their natural hair color from their parents. So, Finn's hair color is an inherited trait. | Hint: Hint: Some people dye their hair. But this does not change their natural hair color."
+"Question: What is the source of the allusion in the sentence below?
+Darnel described the situation he was facing with his boss as a catch-22. | Choices: [a song, literature] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion catch-22 is literature.
+Joseph Heller coined the term ""catch-22"" in his 1961 novel of the same name. In the novel, if an army pilot wants to avoid dangerous missions, he must be deemed mentally unfit; however, his desire to stay safe proves his sanity, so he can never be excused from a mission. Heller called this sort of predicament or dilemma a catch-22.
+The allusion catch-22 means a no-win situation."
+"Question: What is the volume of a teakettle? | Choices: [9 cups, 9 gallons, 9 fluid ounces] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a teakettle is 9 cups.
+9 fluid ounces is too little and 9 gallons is too much. | Hint: Select the best estimate."
+"Question: Which tense does the sentence use?
+Sue orders a roast beef sandwich. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, orders. The verb ends in -s and tells you about something that is true or happening now."
+"Question: Select the one animal that has all of the mammal traits listed above. | Choices: [Black howler monkeys have loud calls, or howls. The howls can be heard over three miles away! Howler monkeys have fur and feed their offspring milk., Smooth newts have moist, smooth skin with black spots. Young smooth newts hatch from eggs without shells. They live in streams or ponds until they are about ten weeks old. Then, they crawl onto land.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Mammals have the following traits:
+They feed their offspring milk.
+They have fur or hair.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A smooth newt has the following traits:
+It spends part of its life in water and part on land.
+It has moist skin.
+It makes eggs with no shells.
+A smooth newt does not have all of the traits of a mammal. A smooth newt is an amphibian.
+A black howler has the following traits:
+It feeds its offspring milk.
+It has fur.
+A black howler has the traits of a mammal. A black howler is a mammal. | Hint: Mammals are a group of animals with similar traits. The following traits can be used to identify mammals:
+They feed their offspring milk.
+They have fur or hair. Observe the animals and read the descriptions."
+"Question: Which closing is correct for a letter? | Choices: [Many thanks,
+Leslie, many thanks,
+Leslie] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which sentence states a fact? | Choices: [The sitting U.S. president's airplane, Air Force One, is the most important symbol of the American government., It costs over two hundred thousand dollars per hour to fly Air Force One, the official airplane of the President of the United States.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved by research or observation.
+Napoleon Bonaparte was shorter than King Louis XVI.
+The statement above is a fact. The statement can be proved by researching the height of each man and comparing them.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved.
+Napoleon Bonaparte was a better leader than King Louis XVI.
+The statement above is an opinion. People can have different ideas about what makes someone a ""better"" leader, so the statement cannot be proved. | Solution: The second sentence states a fact.
+It costs over two hundred thousand dollars per hour to fly Air Force One, the official airplane of the President of the United States.
+It can be proved by reading about Air Force One on the White House website.
+The first sentence states an opinion.
+The sitting U.S. president's airplane, Air Force One, is the most important symbol of the American government.
+Most shows what a person believes, thinks, or feels. Another person might have a different opinion about which symbol of the American government is most important."
+"Question: Compare the motion of three sailboats. Which sailboat was moving at the lowest speed? | Choices: [a sailboat that moved 65kilometers west in 10hours, a sailboat that moved 55kilometers north in 10hours, a sailboat that moved 90kilometers east in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each sailboat moved and the time it took to move that distance. The direction each sailboat moved does not affect its speed.
+Notice that each sailboat moved for 10 hours. The sailboat that moved 55 kilometers moved the shortest distance in that time. So, that sailboat must have moved at the lowest speed."
+"Question: Which is a compound sentence? | Choices: [The weather might be nice, or it could start to rain., The beavers gnaw on logs by the riverbank.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction or.
+The weather might be nice, or it could start to rain."
+"Question: What information supports the conclusion that Tim inherited this trait? | Choices: [Tim's biological mother has long hair. Tim also has long hair., Tim uses a headband to keep his wavy hair out of his face., Tim's biological parents have wavy hair.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Tim has wavy hair."
+"Question: All organisms need food for energy. But how does an organism's body actually get energy out of food?
+Select the true statement. | Choices: [Cells usually take in large food molecules., Cells use energy to promote the organism's growth.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Understanding the chemistry of cellular respiration | Lecture: nan | Solution: nan | Hint: Food supplies an organism with many small, energy-rich molecules. These molecules are taken in by the organism's cells. Inside cells, the molecules from food are broken down to release energy that cells can use. This energy powers cell processes that allow the entire organism to grow and live."
+"Question: What kind of sentence is this?
+Besides being the seat of our national government, Washington, D.C., is home to an impressive array of free museums. | Choices: [declarative, interrogative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement and always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An interrogative sentence asks a question and always ends with a question mark.
+Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
+An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence is a statement and ends with a period. It is a declarative sentence."
+"Question: What kind of sentence is this?
+Does Helen have any hobbies? | Choices: [interrogative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: What information supports the conclusion that Bernard acquired this trait? | Choices: [Bernard's scar was caused by an accident. He cut his leg when he fell off his skateboard., Bernard's scar is on his left knee. His mother also has a scar on her left knee., Bernard's brother has scars on both of his knees.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Bernard has a scar on his left knee."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Sarah asked Julia to make a flourless chocolate cake for their book club meeting because she has a gluten allergy., Because Julia has a gluten allergy, Sarah asked her to make a flourless chocolate cake for their book club meeting.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun she could refer to Sarah or Julia.
+Sarah asked Julia to make a flourless chocolate cake for their book club meeting because she has a gluten allergy.
+The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Because Julia has a gluten allergy, Sarah asked her to make a flourless chocolate cake for their book club meeting."
+"Question: Compare the motion of two motorboats. Which motorboat was moving at a lower speed? | Choices: [a motorboat that moved 265kilometers in 10hours, a motorboat that moved 505kilometers in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each motorboat moved and the time it took to move that distance.
+One motorboat moved 265 kilometers in 10 hours.
+The other motorboat moved 505 kilometers in 10 hours.
+Notice that each motorboat spent the same amount of time moving. The motorboat that moved 265 kilometers moved a shorter distance in that time. So, that motorboat must have moved at a lower speed."
+"Question: Complete the sentence so that it uses personification.
+In the middle of the grueling hike, I encountered a bubbling stream that () me to stop for a drink. | Choices: [enabled, invited] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word invited. It describes the stream as if it were a person who offers an invitation."
+"Question: Answer the riddle.
+You can eat me.
+I am sweet.
+Bees make me.
+What am I? | Choices: [ice cream, honey] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: vocabulary | Skill: What am I? | Lecture: nan | Solution: You can eat honey.
+Honey is sweet.
+Bees make honey."
+"Question: Select the animal. | Choices: [Redwood trees have small leaves., Aloe vera has spiny leaves., Oak trees can have thick branches., Koalas eat leaves.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: Aloe vera is a plant. It has spiny leaves.
+Aloe vera leaves contain a watery liquid. People use this liquid in lotion and medicine.
+An oak tree is a plant. It can have thick branches.
+Acorns grow on oak trees. Acorns are small nuts with a seed inside.
+A redwood tree is a plant. It has small leaves.
+Redwood trees have fuzzy reddish-brown bark. Their bark helps protect redwood trees from fires.
+A koala is an animal. It eats leaves.
+Koalas spend most of their time in trees. They sleep for up to 20 hours a day!"
+"Question: Which object has the most thermal energy? | Choices: [a 200-gram cup of black tea at a temperature of 56°C, a 200-gram cup of black tea at a temperature of 41°C, a 200-gram cup of black tea at a temperature of 39°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three cups of black tea have the same mass but different temperatures. Since the 56°C cup of black tea is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which word is not like the others? | Choices: [house, apartment, road, cabin] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: vocabulary | Skill: Which word is not like the others? | Lecture: Some words are alike. They go together in a group.
+Red, blue, and green go together. They are colors.
+Mom, dad, grandma, and grandpa go together. They are people in a family. | Solution: House, apartment, and cabin go together. They are places to live. Road is not a place to live, so it is not like the other words."
+"Question: Which logical fallacy is used in the text?
+I don't trust Professor Stewart's findings. Another researcher at her university was caught falsifying data. So, it's likely Professor Stewart has, too. | Choices: [circular reasoning: an argument that supports a claim with the claim itself, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, guilt by association: a negative association intended to discredit someone or something] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Professor Stewart's research is untrustworthy because someone else at her university was caught falsifying data. However, this isn't necessarily true. The practices of one researcher at a university do not necessarily reflect the practices of another researcher at the same university. This illustrates a type of logical fallacy known as guilt by association."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [After scouring the classified ads for days, Paul finally found a used car that fit his budget. The sedan had Bluetooth, but it needed to be fixed., After scouring the classified ads for days, Paul finally found a used car that fit his budget. The sedan needed to be fixed, but it had Bluetooth.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun it could refer to the sedan or Bluetooth.
+After scouring the classified ads for days, Paul finally found a used car that fit his budget. The sedan had Bluetooth, but it needed to be fixed.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+After scouring the classified ads for days, Paul finally found a used car that fit his budget. The sedan needed to be fixed, but it had Bluetooth."
+"Question: What is the volume of armos? | Choices: [4 fluid ounces, 4 gallons, 4 cups] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a thermos is 4 cups.
+4 fluid ounces is too little and 4 gallons is too much. | Hint: Select the best estimate."
+"Question: Which object has the most thermal energy? | Choices: [a blueberry muffin at a temperature of 101°F, a blueberry muffin at a temperature of 70°F, a blueberry muffin at a temperature of 89°F] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three blueberry muffins have the same mass but different temperatures. Since the 101°F muffin is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Based on this information, what is this trout's phenotype for the body color trait? | Choices: [a blue body, a greenish-brown body] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: The rainbow trout's genotype for the body color gene is bb. The rainbow trout's genotype of bb has only b alleles. The b allele is for a blue body. So, the rainbow trout's phenotype for the body color trait must be a blue body.
+To check this answer, consider whether the rainbow trout's alleles are dominant or recessive. The allele for a greenish-brown body (B) is dominant over the allele for a blue body (b). This means B is a dominant allele, and b is a recessive allele.
+The rainbow trout's genotype of bb has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the rainbow trout's phenotype for the body color trait must be a blue body. | Hint: In a group of rainbow trout, some individuals have a greenish-brown body and others have a blue body. In this group, the gene for the body color trait has two alleles. The allele for a greenish-brown body (B) is dominant over the allele for a blue body (b).
+A certain rainbow trout from this group has the homozygous genotype bb for the body color gene."
+"Question: Which glas of water has a lower temperature? | Choices: [the glass of water with more thermal energy, the glass of water with less thermal energy] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two glasses of water are made of the same material and have the same mass. So, the glass of water with less thermal energy has a lower temperature. | Hint: Two 400-gram glasses of water are identical except for their thermal energies."
+"Question: Which type of sentence is this?
+Raymond always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor. | Choices: [simple, compound, complex, compound-complex] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+Raymond always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor."
+"Question: What kind of sentence is this?
+That huge cruise ship even has a small amusement park on it! | Choices: [exclamatory, declarative, interrogative] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence."
+"Question: How long does it take to tie your shoes? | Choices: [21 minutes, 21 seconds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to tie your shoes is 21 seconds.
+21 minutes is too slow. | Hint: Select the better estimate."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Patty,, dear Patty,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Patty is capitalized because it is a proper noun."
+"Question: Which figure of speech is used in this text?
+You've reached Adam Cheng's voice mail. Please leave a detailed message at the beep, and I will return your call at my earliest convenience. | Choices: [verbal irony, onomatopoeia] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses onomatopoeia, a word that expresses a sound.
+Beep represents the sound that tells the caller to start recording a message."
+"Question: What kind of sentence is this?
+Do you know Donald from soccer camp, or do you have another connection with him? | Choices: [imperative, interrogative, declarative] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: What is the source of the allusion in the sentence below?
+Ted says that he would not be the person he is today were it not for his childhood, which he describes as Dickensian. | Choices: [a poem, literature] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Dickensian is literature.
+The works of British author Charles Dickens often featured characters struggling to survive in settings such as debtors' prisons and orphanages.
+The allusion Dickensian means harsh or poverty-stricken."
+"Question: Is this a run-on sentence?
+In 1227, Genghis Khan, the Mongol leader who conquered much of Central Asia, died he was buried in an unmarked grave, and its location remains a mystery today. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is a run-on sentence. It is formed from two sentences run together, joined without punctuation.
+In 1227, Genghis Khan, the Mongol leader who conquered much of Central Asia, died he was buried in an unmarked grave, and its location remains a mystery today.
+Here is one way to fix the run-on sentence:
+In 1227, Genghis Khan, the Mongol leader who conquered much of Central Asia, died. He was buried in an unmarked grave, and its location remains a mystery today."
+"Question: Which of the following parts does an animal cell have? | Choices: [cytoplasm, cell wall] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Compare plant and animal cells | Lecture: Plant and animal cells have many parts in common, but not all. This table shows some of their similarities and differences.
+Cell part | Plant cell | Animal cell
+cell wall | yes | no
+cell membrane | yes | yes
+cytoplasm | yes | yes
+mitochondria | yes | yes
+vacuole | yes | yes
+chloroplasts | yes | no
+nucleus | yes | yes
+chromosomes | yes | yes
+Think about how plant and animal cells are different:
+Plant cells have a cell wall, but animal cells do not. The cell wall helps plant cells keep a fixed shape. Most animal cells do not have a fixed shape.
+Plant cells have chloroplasts, but animal cells do not. Chloroplasts make sugar that plants cells can use as food. Animal cells cannot make their own food.
+ | Solution: nan"
+"Question: Which word would you find on a dictionary page with the following guide words?
+salad - simple | Choices: [shriek, steam] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since shriek is between the guide words salad - simple, it would be found on that page."
+"Question: What do these two changes have in common?
+a slice of banana turning brown
+burning a marshmallow over a campfire | Choices: [Both are caused by cooling., Both are only physical changes., Both are caused by heating., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A slice of banana turning brown is a chemical change. The part of the banana in contact with the air reacts with oxygen and turns into a different type of matter.
+Burning a marshmallow is a chemical change. The heat from the fire causes the type of matter in the marshmallow to change. The marshmallow becomes black and crispy.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Burning is caused by heating. But a slice of banana turning brown is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What do these two changes have in common?
+burning food on a stove
+water boiling on a stove | Choices: [Both are caused by heating., Both are chemical changes., Both are only physical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Food burning on a stove is a chemical change. The type of matter in the food changes. The food turns black and gives off smoke.
+Water boiling on the stove is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Water boiling is a physical change. But burning food on a stove is not.
+Both are chemical changes.
+Burning food on a stove is a chemical change. But water boiling is not.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Select the action that doesn't belong. | Choices: [roast, boil, bake, wash] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: vocabulary | Skill: Select the words that don't belong | Lecture: nan | Solution: Wash doesn't belong.
+Bake, roast, and boil all name ways to cook things."
+"Question: Select the one substance that is not a mineral. | Choices: [A computer processor is made in a factory. It is a solid., Native copper is a solid. It is a pure substance., Magnetite is a solid. It is a pure substance.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Native copper is a mineral.
+A computer processor is made in a factory. But all minerals are formed in nature.
+So, a computer processor is not a mineral.
+Magnetite is a mineral."
+"Question: Based on this information, what is Felicia's genotype for the ear type gene? | Choices: [straight ears, ee] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Felicia has two alleles for straight ears (e). So, Felicia's genotype for the ear type gene is ee. | Hint: In a group of American curl cats, some individuals have curled ears and others have straight ears. In this group, the gene for the ear type trait has two alleles. The allele E is for curled ears, and the allele e is for straight ears.
+Felicia, an American curl cat from this group, has straight ears. Felicia has two alleles for straight ears."
+"Question: Which sentence states a fact? | Choices: [The region north of the Arctic Circle is the most miserable place on earth., North of the Arctic Circle, there are days when the sun does not completely rise or set.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
+The flag of the United States has 13 stripes.
+This is a fact. It can be proved by looking at the flag and counting the number of stripes.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+The flag of the United States is easy to draw.
+This is an opinion. People may have different opinions about what makes a flag ""easy"" to draw. | Solution: The second sentence states a fact.
+North of the Arctic Circle, there are days when the sun does not completely rise or set.
+It can be proved by looking up information about the Arctic Circle.
+The first sentence states an opinion.
+The region north of the Arctic Circle is the most miserable place on earth.
+Most miserable shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes a place miserable."
+"Question: Which figure of speech is used in this text?
+After Gabrielle cooked and served a scrumptious dinner, Dad boasted that she is the Julia Child of our family. | Choices: [allusion, pun] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+Julia Child alludes to the famous chef who is known for popularizing French cuisine in the United States."
+"Question: Which professional objective on a résumé is more formal? | Choices: [I want a job where I can travel a lot and hopefully manage people someday., I seek a position with opportunities for travel and advancement.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second professional objective on a résumé is more formal. It uses more elevated language (I seek a position, opportunities for travel and advancement). The other professional objective uses casual language (want a job, a lot) and sounds more conversational."
+"Question: What information supports the conclusion that Riley inherited this trait? | Choices: [Riley and her mother both wear their hair in braids., Riley's parents have red hair. They passed down this trait to Riley.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Riley has red hair."
+"Question: Based on this information, what is Squeaky's phenotype for the albinism trait? | Choices: [having albinism, not having albinism] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine Squeaky's phenotype for the albinism trait. First, consider the alleles in Squeaky's genotype for the albinism gene. Then, decide whether these alleles are dominant or recessive.
+The allele for having albinism (a) is recessive to the allele for not having albinism (A). This means A is a dominant allele, and a is a recessive allele.
+Squeaky's genotype of Aa has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Squeaky's phenotype for the albinism trait must be not having albinism. | Hint: This passage describes the albinism trait in rats:
+
+In a group of rats, some individuals have albinism and others do not. In this group, the gene for the albinism trait has two alleles. The allele for having albinism (a) is recessive to the allele for not having albinism (A).
+Squeaky is a rat from this group. Squeaky has the heterozygous genotype Aa for the albinism gene."
+"Question: What is the mass of an elephant? | Choices: [6,690 grams, 6,690 kilograms] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of an elephant is 6,690 kilograms.
+6,690 grams is too light. | Hint: Select the better estimate."
+"Question: Which figure of speech is used in this text?
+Dr. Patterson is unhappy with her new assistant because simple tasks, like fetching coffee, take him years to finish. | Choices: [euphemism, hyperbole] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+Take him years to finish is an exaggeration, since it probably does not take him entire years to fetch coffee."
+"Question: What does the allusion in this text suggest?
+When Pam claimed she had loaded the dishwasher before turning on Dancing with the Stars, her mother replied, ""Your nose is growing!"" | Choices: [Pam was lying., Pam was trustworthy.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+The allusion nose is growing suggests that Pam was lying. In the story of Pinocchio, when Pinocchio lies, his nose grows longer."
+"Question: Select the animal. | Choices: [Lynx eat animals., Walnut trees have many green leaves.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A walnut tree is a plant. It has many green leaves.
+People pick and eat walnuts from walnut trees. Walnuts are the tree's seeds!
+A lynx is an animal. It eats animals.
+Lynx have padded feet to help them walk on snow."
+"Question: Does this passage describe the weather or the climate?
+Where Jack lives, winter is the rainiest season of the year. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Where Jack lives, winter is the rainiest season of the year.
+This passage tells you about the usual precipitation where Jack lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate."
+"Question: Complete the statement.
+During this chemical reaction, the car engine becomes (). | Choices: [colder, warmer] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: chemistry | Skill: Describe energy changes in chemical reactions | Lecture: During a chemical reaction, thermal energy is absorbed or released as heat. This transfer of thermal energy changes the temperature of the reaction's surroundings. The surroundings are everything around the reaction, such as the solution that the reaction takes place in or the air nearby.
+Some reactions release thermal energy into the surroundings. This thermal energy is converted from chemical energy, which is provided by the molecules in the reaction. As the thermal energy moves out of the reaction and into the surroundings, the temperature of the surroundings increases.
+Some reactions absorb thermal energy from the surroundings. This thermal energy is converted into chemical energy during the reaction. As the thermal energy moves out of the surroundings and into the reaction, the temperature of the surroundings decreases. | Solution: To determine whether the car engine becomes warmer or colder, look for the text that describes the movement of thermal energy during the reaction.The gasoline used in cars today is a mixture of over 1,000 different substances. One of these substances is isooctane (C8 H18). In a car engine, isooctane reacts with oxygen (O2) to produce carbon dioxide (CO2) and water (H2 O). During the reaction, a large amount of thermal energy is released into the surroundings. This thermal energy is used to power the car.The underlined text tells you that thermal energy is released into the surroundings. Because thermal energy moves out of the reaction and into the surroundings, the temperature of the surroundings increases.The surroundings include the car engine that the reaction takes place in. So, the car engine becomes warmer. | Hint: When a chemical reaction absorbs or releases thermal energy, the reaction causes a change in temperature. Read the passage about a chemical reaction that absorbs or releases thermal energy. Then, follow the instructions below.
+The gasoline used in cars today is a mixture of over 1,000 different substances. One of these substances is isooctane (C8H18). In a car engine, isooctane reacts with oxygen (O2) to produce carbon dioxide (CO2) and water (H2O). During the reaction, a large amount of thermal energy is released into the surroundings. This thermal energy is used to power the car."
+"Question: Complete the sentence.
+In an election, people choose their representatives and leaders by (). | Choices: [passing laws, voting, giving speeches, drawing names randomly] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: civics | Skill: Presidential elections | Lecture: nan | Solution: In an election, people choose representatives and leaders by voting. When people vote, they officially make their choice in an important decision. Each person's choice is called a vote. Votes are counted up to decide who wins the election.
+In the United States, people use elections to choose many of the country's most important leaders. For example, Americans vote to choose the president of the United States every four years."
+"Question: Which is a compound sentence? | Choices: [Coffee beans are the seeds of the coffee plant., The airport is closed, so we will have to take the train.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.
+The airport is closed, so we will have to take the train."
+"Question: What is the source of the allusion in the sentence below?
+Despite having won multiple teaching awards over the course of his career, the professor was best known for his stentorian voice. | Choices: [the Bible, Greek mythology] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion stentorian is Greek mythology.
+In Greek mythology, Stentor was a herald who could shout as loudly as fifty men.
+The allusion stentorian means resounding."
+"Question: What kind of sentence is this?
+Do you usually prefer your orange juice with pulp or without pulp? | Choices: [interrogative, declarative, imperative] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: Complete the sentence so that it uses personification.
+The broken-down car () oil onto the concrete driveway. | Choices: [bled, leaked] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word bled. It describes the broken-down car as if it were a person who was bleeding."
+"Question: Would you find the word velvet on a dictionary page with the following guide words?
+vanish - victory | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since velvet is between the guide words vanish - victory, it would be found on that page."
+"Question: Which figure of speech is used in this text?
+When Ashley first joined the track team, she was afraid of jumping, but she got over that hurdle. | Choices: [pun, verbal irony] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses a pun, a word or phrase that humorously suggests more than one meaning.
+Hurdle refers to an obstacle that one must overcome. It also refers to an object that a runner jumps over."
+"Question: Complete the sentence.
+Filtering air to remove dust and pollen is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Filtering air to remove dust and pollen is a physical change. The air flows through the filter, and the pollen and dust stay behind. This separates the mixture of air, pollen, and dust. But separating a mixture does not form a different type of matter."
+"Question: Using only these supplies, which question can Mariana investigate with an experiment? | Choices: [Do sunflowers grow taller if they are planted in planter boxes or in pots?, Do sunflowers grow bigger in sunny planter boxes or in shady planter boxes?, Which type of sunflower grows more leaves?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Mariana wants to grow sunflowers in her backyard garden. She notices that some sunflowers grow much taller than others. She is curious about what factors affect how sunflowers grow. So, she decides to design an experiment. She has the following supplies available:
+seeds from one type of sunflower
+soil
+one wooden planter box in the sun
+one wooden planter box in the shade
+one plastic planter box in the sun
+water"
+"Question: Which correctly shows the title of a song? | Choices: [""Eight Days a Week"", ""eight Days a Week""] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word a is not important, so it should not be capitalized.
+The correct title is ""Eight Days a Week."""
+"Question: Select the invertebrate. | Choices: [clownfish, fireworm, macaw, common snapping turtle] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A macaw is a bird. Like other birds, a macaw is a vertebrate. It has a backbone.
+A clownfish is a fish. Like other fish, a clownfish is a vertebrate. It has a backbone.
+A fireworm is a worm. Like other worms, a fireworm is an invertebrate. It does not have a backbone. It has a soft body.
+A common snapping turtle is a reptile. Like other reptiles, a common snapping turtle is a vertebrate. It has a backbone. | Hint: Hint: Insects, spiders, and worms are invertebrates."
+"Question: Which logical fallacy is used in the text?
+How could I possibly have time to wash the dishes when so much carbon dioxide is being spewed into the atmosphere on a daily basis? | Choices: [red herring: the use of a completely unrelated topic or idea, false dichotomy: an argument that presents only two choices when more options exist] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that carbon dioxide entering the atmosphere somehow prevents the speaker from washing the dishes. However, these two ideas aren't related. This illustrates a type of logical fallacy known as a red herring."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Grandma Carly,, Dear grandma Carly,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Grandma Carly is capitalized because it is a proper noun."
+"Question: What information supports the conclusion that Jeffrey inherited this trait? | Choices: [Jeffrey likes to wear a blue sweater to match his blue eyes., Jeffrey's mother has blue eyes. She passed this trait down to Jeffrey.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Jeffrey has blue eyes."
+"Question: How long is a tennis court? | Choices: [80 feet, 80 yards] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?
+The number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.
+There are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.
+There are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. | Solution: The better estimate for the length of a tennis court is 80 feet.
+80 yards is too long. | Hint: Select the better estimate."
+"Question: Complete the sentence.
+In this chemical reaction, nitric oxide is a (). | Choices: [reactant, product] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Identify reactants and products | Lecture: A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.
+In a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.
+The original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.
+The substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.
+So, in a chemical reaction, reactants go through a chemical change to form products. | Solution: Read the underlined text carefully. Look for information about what happens to nitric oxide in this chemical reaction.
+Did you know that lightning helps provide nutrients to plants on Earth? When lightning strikes, the air around it becomes extremely hot. This leads to the formation of nitric oxide from the nitrogen and oxygen gases in the air. Nitric oxide plays an important role in helping plants grow.
+The underlined text tells you that nitric oxide forms when nitrogen combines with oxygen. Because nitric oxide is produced by this chemical reaction, nitric oxide is a product. | Hint: This passage describes a chemical reaction. Read the passage. Then, follow the instructions below.
+Did you know that lightning helps provide nutrients to plants on Earth? When lightning strikes, the air around it becomes extremely hot. This leads to the formation of nitric oxide from the nitrogen and oxygen gases in the air. Nitric oxide plays an important role in helping plants grow."
+"Question: Which word would you find on a dictionary page with the following guide words?
+general - gossip | Choices: [glare, grind] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since glare is between the guide words general - gossip, it would be found on that page."
+"Question: What is the volume of a bowl of soup? | Choices: [270 liters, 270 milliliters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a bowl of soup is 270 milliliters.
+270 liters is too much. | Hint: Select the better estimate."
+"Question: Which object has the least thermal energy? | Choices: [a blueberry muffin at a temperature of 26°C, a blueberry muffin at a temperature of 18°C, a blueberry muffin at a temperature of 25°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: All three blueberry muffins have the same mass but different temperatures. Since the 18°C muffin is the coldest, it has the least thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Based on this information, what is Toriel's genotype for the horns gene? | Choices: [Hh, not having horns] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Toriel has one allele for not having horns (H) and one allele for having horns (h). So, Toriel's genotype for the horns gene is Hh. | Hint: In a group of cows, some individuals have horns and others do not. In this group, the gene for the horns trait has two alleles. The allele H is for not having horns, and the allele h is for having horns.
+Toriel, a cow from this group, does not have horns. Toriel has one allele for not having horns and one allele for having horns."
+"Question: Which tense does the sentence use?
+Mom will pitch the ball to Jonathan. | Choices: [future tense, past tense, present tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, pitch. The verb tells you about something that is going to happen."
+"Question: Which closing is correct for a letter? | Choices: [Thank you,
+Estelle, Thank You,
+Estelle] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Based on this information, what is Lollipop's phenotype for the fur color trait? | Choices: [brown fur, black fur] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Lollipop's genotype for the fur color gene is ff. Lollipop's genotype of ff has only f alleles. The f allele is for brown fur. So, Lollipop's phenotype for the fur color trait must be brown fur.
+To check this answer, consider whether Lollipop's alleles are dominant or recessive. The allele for brown fur (f) is recessive to the allele for black fur (F). This means F is a dominant allele, and f is a recessive allele.
+Lollipop's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Lollipop's phenotype for the fur color trait must be brown fur. | Hint: In a group of rabbits, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele for brown fur (f) is recessive to the allele for black fur (F).
+Lollipop is a rabbit from this group. Lollipop has the homozygous genotype ff for the fur color gene."
+"Question: Jim starts to pull the wagon across the yard. To move the wagon at the same speed each time, which friend does Jim need to pull with a larger force? | Choices: [a friend who weighs 33 pounds, a friend who weighs 30 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the friend who is heavier.
+A friend who weighs 33 pounds is heavier than a friend who weighs 30 pounds. So, to move the wagon at the same speed each time, Jim needs to use a larger force to start moving the wagon with a friend who weighs 33 pounds. | Hint: Jim gives two friends a ride in his wagon. One friend sits in the wagon at a time."
+"Question: Suppose Mateo decides to plant the geraniums. Which result would be a cost? | Choices: [He will save some space. The geraniums will use up less space than the magnolia tree would have used up., Mateo will give up the chance to look at the magnolia tree. He thinks it would have looked more beautiful than the geraniums.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Mateo wants or needs:
+Mateo will give up the chance to look at the magnolia tree. He thinks it would have looked more beautiful than the geraniums. | Hint: Mateo is deciding whether to plant geraniums or a magnolia tree in his backyard. He wants to make his backyard more beautiful. But he also wants to leave space for doing fun things."
+"Question: The shopper lifts each bag at the same speed. Which bag is lifted with a larger force? | Choices: [a bag holding 6 pounds of food, a bag holding 8 pounds of food] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the shopping bag that is heavier.
+A shopping bag holding 8 pounds of food is heavier than a shopping bag holding 6 pounds of food. So, the bag holding 8 pounds needs a larger force to start moving upward at the same speed as the other bag. | Hint: A shopper is buying food at the store. He fills two shopping bags. The shopping bags are the same size and shape."
+"Question: Which bowl of cereal has a higher temperature? | Choices: [the bowl of cereal with more thermal energy, the bowl of cereal with less thermal energy] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two bowls of cereal are made of the same material and have the same mass. So, the bowl of cereal with more thermal energy has a higher temperature. | Hint: Two bowls of cereal are identical except for their thermal energies."
+"Question: Which closing is correct for a letter? | Choices: [your student,
+Henry, Your student,
+Henry] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which object has the most thermal energy? | Choices: [a 5-kilogram brick at a temperature of 134°C, a 5-kilogram brick at a temperature of 137°C, a 5-kilogram brick at a temperature of 130°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three bricks have the same mass but different temperatures. Since the 137°C brick is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which figure of speech is used in this text?
+Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood.
+—Martin Luther King, Jr, ""I Have a Dream"" speech | Choices: [antithesis, anaphora] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses anaphora, the repetition of the same word or words at the beginning of several phrases or clauses.
+King repeats the words now is the time at the beginning of each sentence."
+"Question: Select the living thing. | Choices: [crayon, hockey puck, pepper tree, street lamp] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
+All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
+All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A street lamp is not a living thing.
+Street lamps do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
+A crayon is not a living thing.
+Crayons do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
+A hockey puck is not a living thing.
+Hockey pucks do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
+A pepper tree is a living thing.
+Pepper trees grow and respond to their environment. They need food and water. Pepper trees are made up of many cells.
+Pepper trees are usually planted in the ground. They can also be planted in bags of soil."
+"Question: Hanukkah is a holiday in which religion? | Choices: [Islam, Judaism, Hinduism, Christianity] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: culture | Skill: Hanukkah | Lecture: nan | Solution: Hanukkah is a holiday in the religion of Judaism. Followers of Judaism are known as Jews."
+"Question: Which would stretch the most? | Choices: [concrete sidewalk, ceramic flower pot, rubber ballon] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Stretchy is a property. A stretchy material gets longer when you pull on it.
+Look at each picture, one at a time. Imagine pulling on the material shown in each picture.
+Of the choices, the rubber ballon would stretch the most. If you gently pull on a rubber balloon, it will get longer."
+"Question: How long is an adult great white shark? | Choices: [5 inches, 5 miles, 5 yards, 5 feet] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of an adult great white shark is 5 yards.
+5 inches and 5 feet are too short. 5 miles is too long. | Hint: Select the best estimate."
+"Question: Suppose Florence decides to make vegetable soup. Which result would be a cost? | Choices: [The vegetable soup will be tastier than the beef barley soup would have been., Florence will spend more time making the vegetable soup than she would have spent making the beef barley soup.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Florence wants or needs:
+Florence will spend more time making the vegetable soup than she would have spent making the beef barley soup. | Hint: Florence is deciding whether to make vegetable soup or beef barley soup for dinner. She wants dinner to be as tasty as possible. But she is also hungry and wants to eat soon."
+"Question: How long is a hammer? | Choices: [8 inches, 8 yards] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?
+The number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.
+There are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.
+There are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. | Solution: The better estimate for the length of a hammer is 8 inches.
+8 yards is too long. | Hint: Select the better estimate."
+"Question: Which word would you find on a dictionary page with the following guide words?
+chute - crush | Choices: [comic, cubic] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since comic is between the guide words chute - crush, it would be found on that page."
+"Question: Which figure of speech is used in this text?
+See how I leave with every piece of you
+Don't underestimate the things that I will do
+—Adele, ""Rolling in the Deep"" | Choices: [assonance, chiasmus] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses assonance, the repetition of a vowel sound in a series of nearby words.
+The words see, leave, and piece share a vowel sound."
+"Question: Which word would you find on a dictionary page with the following guide words?
+scale - slippery | Choices: [self, steward] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since self is between the guide words scale - slippery, it would be found on that page."
+"Question: Which is softer? | Choices: [metal nail, rubber balloons] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Soft is a property. A soft material changes shape when you press on it.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the rubber balloons are softer. If you squeeze rubber, it will change shape."
+"Question: According to Newton's third law, what other force must be happening? | Choices: [The suitcase is pulling on Samuel., The suitcase is pushing on Samuel.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Predict forces using Newton's third law | Lecture: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
+For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Solution: Samuel is pulling on the suitcase. So, Newton's third law tells you that the suitcase is pulling on Samuel. | Hint: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
+Consider the following force:
+Samuel is pulling on a full suitcase."
+"Question: How long is a long-distance running race? | Choices: [9 miles, 9 feet, 9 inches, 9 yards] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a long-distance running race is 9 miles.
+9 inches, 9 feet, and 9 yards are all too short. | Hint: Select the best estimate."
+"Question: Which word would you find on a dictionary page with the following guide words?
+fire - fought | Choices: [flute, fancy] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since flute is between the guide words fire - fought, it would be found on that page."
+"Question: Compare the motion of three motorboats. Which motorboat was moving at the highest speed? | Choices: [a motorboat that moved 410miles south in 10hours, a motorboat that moved 200miles east in 10hours, a motorboat that moved 45miles east in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. | Solution: Look at the distance each motorboat moved and the time it took to move that distance. The direction each motorboat moved does not affect its speed.
+Notice that each motorboat moved for 10 hours. The motorboat that moved 410 miles moved the farthest distance in that time. So, that motorboat must have moved at the highest speed."
+"Question: Select the temperature shown by this thermometer. | Choices: [60°F, 30°F, 35°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Read a thermometer | Lecture: A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is °.
+Some thermometers measure temperature in degrees Fahrenheit (°F). Fahrenheit is one scale used to measure temperature.
+This is a tube thermometer. It has a tube filled with a red liquid.
+There is a Fahrenheit scale along the right side of the tube. The top of the red liquid lines up with the number 80 on the scale. So, the temperature shown by this thermometer is 80°F. | Solution: Find the top of the red liquid.
+Now look at the scale to the right. The top of the red liquid lines up with 60. So, the temperature is 60°F."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her word choice?
+Just about every channel on television today offers some kind of reality TV show. These reality TV shows can often be entertaining and addictive to watch, but they are hardly ever really showing ""reality."" Participants on reality TV shows often follow a script, and the reality TV shows are often based around artificial scenarios that create conflict. In addition, when people are being filmed, they often act differently from the way they would if they weren't being observed. | Choices: [by fixing misused words, by reducing repetitive language, by replacing vague language] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her word choice by reducing repetitive language.
+For example, the writer could reduce the use of reality TV shows by using pronouns such as they or phrases such as these programs. Similarly, the writer could reduce the use of often by using synonyms such as frequently.
+Just about every channel on television today offers some kind of reality TV show. These reality TV shows can often be entertaining and addictive to watch, but they are hardly ever really showing ""reality."" Participants on reality TV shows often follow a script, and the reality TV shows are often based around artificial scenarios that create conflict. In addition, when people are being filmed, they often act differently from the way they would if they weren't being observed."
+"Question: Which is the hardest? | Choices: [silk kimono, wood canoe, rubber gloves] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Hard is a property. A hard material keeps its shape when you press on it with your finger.
+Look at each picture, one at a time. Imagine pushing on the material shown in each picture.
+Of the choices, the wood canoe is the hardest. If you press on wood, it will not change shape."
+"Question: Which logical fallacy is used in the text?
+Sofia wants to play a guitar solo on our next recording. Her father is a horrible musician, though, so I doubt that Sofia's any good either. | Choices: [circular reasoning: an argument that supports a claim with the claim itself, guilt by association: a negative association intended to discredit someone or something] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Sofia must be a bad guitar player, because her father is a horrible musician. However, even though Sofia's father is a horrible musician, that doesn't necessarily mean that Sofia is as well. This illustrates a type of logical fallacy known as guilt by association."
+"Question: Assume all other forces on Logan are balanced. Which statement describes the forces on Logan? | Choices: [The forces are unbalanced, so there is a net force on Logan., The forces are balanced, so there is no net force on Logan.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Balanced and unbalanced forces | Lecture: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
+When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
+When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | Solution: To determine if there is a net force on Logan, look at the forces:
+Earth's gravity is pulling Logan down with a force of 400 N.
+The diving board is pushing Logan up with a force of 400 N.
+The forces are in opposite directions, and the forces have the same magnitude: 400 N. This means that the forces are balanced, so there is no net force on Logan. | Hint: Logan is standing on a diving board at the pool. Earth's gravity is pulling down on Logan with a force of 400N. The diving board is pushing up on Logan with a force of 400N."
+"Question: Select the living thing. | Choices: [rain, aloe vera, brick wall, geode] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
+All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
+All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A geode is not a living thing.
+A geode does not have all the traits of a living thing. It contains minerals that formed slowly over many years. But it does not need food or water.
+Aloe vera is a living thing.
+Aloe vera grows and responds to its environment. It needs food and water. It is made up of many cells.
+Aloe vera is a plant. It uses water, air, and sunlight to make food.
+A brick wall is not a living thing.
+Brick walls do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
+Rain is not a living thing.
+Rain is made of water. It helps living things survive. But it does not have all the traits of a living thing. Rain does not grow or need food."
+"Question: Which tense does the sentence use?
+The boy balances on one wobbly foot. | Choices: [present tense, past tense, future tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, balances. The verb ends in -s and tells you about something that is true or happening now."
+"Question: What does the verbal irony in this text suggest?
+""Someone had better turn on the heat,"" Cassie said, sweat glistening on her face. | Choices: [The temperature was too warm., The temperature was too cool.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Someone had better turn on the heat ironically suggests that the temperature was too warm. Cassie did not think that more heat was needed; she was already sweating."
+"Question: Compare the motion of two ducks. Which duck was moving at a lower speed? | Choices: [a duck that moved 580miles in 10hours, a duck that moved 620miles in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each duck moved and the time it took to move that distance.
+One duck moved 580 miles in 10 hours.
+The other duck moved 620 miles in 10 hours.
+Notice that each duck spent the same amount of time moving. The duck that moved 580 miles moved a shorter distance in that time. So, that duck must have moved at a lower speed."
+"Question: Which correctly shows the title of a short story? | Choices: [""the fisherman and His Wife"", ""The Fisherman and His Wife""] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word and is not important, so it should not be capitalized.
+The correct title is ""The Fisherman and His Wife."""
+"Question: Choose the poem that uses onomatopoeia. | Choices: [Now sweet and clear, and faint and low,
+The airy tinklings come and go,
+Like chimings from some far-off tower,
+Or patterings of an April shower., Leave the lovely words unsaid;
+For another thought is fled
+From my dream-entangled mind.
+Bird of passion, unenshrined.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: reading-comprehension | Skill: Identify elements of poetry | Lecture: Poets often use the sounds of words to create interesting effects and to express moods and emotions. Understanding these elements of poetry can help you better interpret and appreciate poetic forms.
+Anaphora is the repetition of words or sequences of words at the beginning of multiple phrases, sentences, or lines.
+Out of the cradle endlessly rocking,
+Out of the mocking-bird's throat, the musical shuttle,
+Out of the Ninth-month midnight
+—From Walt Whitman, ""Out of the Cradle Endlessly Rocking""
+Onomatopoeia is when language sounds like what it talks about.
+Sometimes the onomatopoeia uses made-up words:
+Tlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.
+—From Alfred Noyes, ""The Highwayman""
+Sometimes the onomatopoeia uses real words:
+Hark! the honey bee is humming.
+—From Mary Howitt, ""The Voice of Spring""
+Alliteration is when beginning consonant sounds are repeated in words that are close together.
+Where the wild men watched and waited
+Wolves in the forest, and bears in the bush.
+—From Bayard Taylor, ""A Night with a Wolf""
+Assonance is the repetition of vowel sounds. Often, assonance can create rhymes or near-rhymes within lines.
+I wandered lonely as a Cloud
+That floats on high o'er Vales and Hills,
+When all at once I saw a crowd,
+A host of golden Daffodils.
+—From William Wordsworth, ""I Wandered Lonely as a Cloud""
+Meter is a poem's rhythm, or the pattern of strong and weak syllables. Strong syllables are stressed, while weak syllables are unstressed.
+A poem has an iambic meter when the beat sounds like da-DUM. A weak syllable is followed by a strong syllable. Occasionally, a line may begin with a strong syllable.
+He watches from his mountain walls,
+And like a thunderbolt he falls.
+—From Alfred, Lord Tennyson, ""The Eagle""
+A poem has a trochaic meter when the beat sounds like DUM-da. A strong syllable is followed by a weak syllable. Occasionally, a line may end in a strong syllable.
+Back into the chamber turning, all my soul within me burning,
+Soon again I heard a tapping somewhat louder than before.
+—From Edgar Allen Poe, ""The Raven""
+Free verse is when a poem has neither a regular rhythm nor a rhyme pattern.
+The old bridge has a wrinkled face.
+He bends his back
+For us to go over.
+—From Hilda Conkling, ""The Old Bridge""
+The syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern. | Solution: This poem uses onomatopoeia. It uses language that sounds like what it talks about.
+Or patterings of an April shower. | Hint: From Agnes E. Mitchell, ""When the Cows Come Home"" and from Rollo Britten, ""Bird of Passion"""
+"Question: Which is a run-on sentence? | Choices: [The city manager will run the meeting, she will explain the budget., All the goats, cows, and horses on the farm.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: The city manager will run the meeting, she will explain the budget is a run-on sentence. It has two sentences that are joined by just a comma: The city manager will run the meeting and She will explain the budget."
+"Question: What information supports the conclusion that Karen acquired this trait? | Choices: [Karen is most interested in American history., Karen learned history by reading.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Karen knows a lot about history."
+"Question: What is the mass of an elephant? | Choices: [6,680 grams, 6,680 kilograms] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of an elephant is 6,680 kilograms.
+6,680 grams is too light. | Hint: Select the better estimate."
+"Question: Does this passage describe the weather or the climate?
+There were thin cirrus clouds in front of the moon last night. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+There were thin cirrus clouds in front of the moon last night.
+This passage tells you about the clouds last night. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: What is the text's most likely purpose? | Choices: [to entertain, to persuade, to inform] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: writing-strategies | Skill: Identify the purpose of a text | Lecture: Authors write texts for different purposes, or reasons. Common purposes for writing are to persuade, to inform, or to entertain readers.
+Authors persuade by convincing readers to believe or do something.
+An advertisement tries to convince readers to buy a product.
+A political poster tries to convince readers to vote for someone.
+Authors inform by telling readers about a topic or process.
+A news article explains something that happened.
+A recipe describes how to cook a dish.
+Authors entertain by giving readers something to enjoy.
+A joke tries to make readers laugh.
+A poem tries to please readers. | Solution: The text is a set of instructions. Its purpose is to inform. | Hint: Read the text below.
+When the drums begin, Joel will leap to the center of the stage for his solo. Everyone else should form a circle around him."
+"Question: Using only these supplies, which question can Tucker investigate with an experiment? | Choices: [Is the pet lizard more active when it is fed insects or lettuce?, Is the pet lizard more active when its tank is heated with one heating lamp or with two heating lamps?, Is the pet lizard more active when it is fed crickets or mealworms?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Tucker has a pet lizard. Tucker notices that on some days, the lizard is active and runs around the tank. On other days, the lizard hardly moves at all. Tucker wonders what factors affect how active his lizard is. So, he decides to design an experiment. He has the following supplies available:
+one pet lizard
+live crickets
+live mealworms
+one heating lamp"
+"Question: Which figure of speech is used in this text?
+Lucy's Boutique claims to have ""something for everyone,"" but it is generally understood that their target market is women of a certain age. | Choices: [euphemism, oxymoron] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Of a certain age is an indirect and generally more polite way of referring to older people."
+"Question: How long is a parking space? | Choices: [7 centimeters, 7 meters, 7 millimeters, 7 kilometers] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a parking space is 7 meters.
+7 millimeters and 7 centimeters are too short. 7 kilometers is too long. | Hint: Select the best estimate."
+"Question: What do these two changes have in common?
+newly poured concrete becoming hard
+a copper statue turning green | Choices: [Both are caused by heating., Both are chemical changes., Both are only physical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Concrete hardening is a chemical change. The chemicals in the concrete react with each other to form a different type of matter. The new matter is hard and strong.
+A copper statue turning green is a chemical change. The copper reacts with oxygen in the air. This reaction forms a different type of matter called copper oxide. The copper oxide is green.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Select the animal that has a backbone. | Choices: [monarch butterfly, clownfish] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A monarch butterfly is an insect. Like other insects, a monarch butterfly does not have a backbone. It has a hard outer cover.
+A clownfish is a fish. Like other fish, a clownfish has a backbone. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones."
+"Question: Complete the statement. Assume that the sled's mass did not change.
+The gravitational potential energy stored between the sled and Earth () as Rachel rode down the hill. | Choices: [decreased, stayed the same, increased] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the sled and the center of Earth changed.
+The bottom of the hill was lower than the point where Rachel started sledding. As Rachel rode toward the bottom of the hill, the distance between the sled and the center of Earth decreased. So, the gravitational potential energy stored between the sled and Earth decreased as Rachel rode down the hill. | Hint: Read the text about an object in motion.
+On a snowy day, Rachel rode her sled down a big hill."
+"Question: Does this passage describe the weather or the climate?
+Garrett put on an extra pair of socks this morning because it was so cold. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Garrett put on an extra pair of socks this morning because it was so cold.
+This passage tells you about the temperature this morning where Garrett lives. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Which word would you find on a dictionary page with the following guide words?
+vast - vinegar | Choices: [velvet, volcano] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since velvet is between the guide words vast - vinegar, it would be found on that page."
+"Question: Select the one substance that is not a mineral. | Choices: [Aquamarine is a solid. It is not made by living things., Candle wax is made by humans. It is a solid., Malachite is formed in nature. It is a pure substance.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Malachite is a mineral.
+Candle wax is made by humans. But minerals are not made by living things.
+So, candle wax is not a mineral.
+Aquamarine is a mineral."
+"Question: Which type of sentence is this?
+Reggie always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor. | Choices: [simple, complex, compound-complex, compound] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+Reggie always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor."
+"Question: Is there a sentence fragment?
+When it comes to seafood, Americans aren't always eating what they think they are. According to an FDA report based on DNA analysis of fish that are frequently misidentified. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify sentence fragments | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A sentence fragment is a group of words that does not express a complete thought.
+Rehearsing daily because we have a concert in two weeks.
+This fragment is missing a subject. It doesn't tell who is rehearsing.
+The band I'm in.
+This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
+Because we have a concert in two weeks.
+This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | Solution: There is a sentence fragment that does not express a complete thought.
+When it comes to seafood, Americans aren't always eating what they think they are. According to an FDA report based on DNA analysis of fish that are frequently misidentified.
+Here is one way to fix the sentence fragment:
+When it comes to seafood, Americans aren't always eating what they think they are. According to an FDA report based on DNA analysis, an average of fifteen percent of fish are misidentified."
+"Question: Select the one animal that has all of the bird traits listed above. | Choices: [Common ostriches have a beak and feathers. They also have two wings, but they cannot fly. Ostriches lay the biggest eggs of any bird. The shell of an ostrich egg is so hard that you can stand on the egg without breaking it!, Florida manatees have hairs on their bodies that are similar to whiskers. These hairs help the manatees feel the water moving around them. Female manatees feed their offspring milk.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Birds have the following traits:
+They have feathers.
+They have wings.
+They have a beak.
+They make eggs with shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A Florida manatee has the following traits:
+It feeds its offspring milk.
+It has hair.
+A Florida manatee does not have all of the traits of a bird. A Florida manatee is a mammal.
+A common ostrich has the following traits:
+It has feathers.
+It has wings.
+It has a beak.
+It makes eggs with shells.
+A common ostrich has the traits of a bird. A common ostrich is a bird. | Hint: Birds are a group of animals with similar traits. The following traits can be used to identify birds:
+They have feathers.
+They have wings.
+They have a beak.
+They make eggs with shells. Observe the animals and read the descriptions."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Several competent city council members have been elected in Springtown, but the mayor's office has prevented the council members from significantly influencing policy., The citizens of Springtown have elected several competent city council members, but the mayor's office has prevented them from significantly influencing policy.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun them could refer to the citizens or several competent city council members.
+The citizens of Springtown have elected several competent city council members, but the mayor's office has prevented them from significantly influencing policy.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Several competent city council members have been elected in Springtown, but the mayor's office has prevented the council members from significantly influencing policy."
+"Question: Which word does not rhyme? | Choices: [sleep, step, keep] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words sleep and keep rhyme. They both end with the eep sound.
+The word step does not rhyme. It ends with a different sound."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [The fleece jacket that Amy saw on the bench looked like Katie's., Amy told Katie that the fleece jacket on the bench looked like hers.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun hers could refer to Amy's or Katie's.
+Amy told Katie that the fleece jacket on the bench looked like hers.
+The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+The fleece jacket that Amy saw on the bench looked like Katie's."
+"Question: Which figure of speech is used in this text?
+Jessica's sweater shrank just a bit. It fits her baby sister now. | Choices: [apostrophe, understatement] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses understatement, which involves deliberately representing something as less serious or important than it really is.
+Shrank just a bit is an understatement, since the baby is presumably much smaller than Jessica."
+"Question: Does this passage describe the weather or the climate?
+It was partly cloudy in Osaka, Japan, on Thursday. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+It was partly cloudy in Osaka, Japan, on Thursday.
+This passage tells you about the clouds in Osaka on Thursday. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: What information supports the conclusion that Gabrielle acquired this trait? | Choices: [Gabrielle's scar was caused by an accident. She cut her arm when she fell off her bicycle., Gabrielle's sister has a bruise from falling on her elbow., Gabrielle's scar is on her right elbow. Her father also has a scar on his right elbow.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Gabrielle has a scar on her right elbow."
+"Question: What kind of sentence is this?
+That screeching hurts my ears! | Choices: [interrogative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [The Doyles' car has a dent in the bumper, but otherwise their car looks just like the Shens'., The Doyles' car looks just like the Shens', but theirs has a dent in the bumper.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun theirs could refer to the Doyles' or the Shens'.
+The Doyles' car looks just like the Shens', but theirs has a dent in the bumper.
+The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+The Doyles' car has a dent in the bumper, but otherwise their car looks just like the Shens'."
+"Question: What kind of sentence is this?
+Does Janice prefer pizza or pasta? | Choices: [interrogative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: What information supports the conclusion that Pamela acquired this trait? | Choices: [Pamela likes to photograph birds at the zoo., Pamela was not born knowing how to identify different bird calls. She had to learn this skill.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Pamela is good at identifying birds from their calls."
+"Question: What do these two changes have in common?
+water vapor condensing on a bathroom mirror
+sediment settling to the bottom of a muddy puddle | Choices: [Both are caused by cooling., Both are caused by heating., Both are only physical changes., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Water vapor condensing on a bathroom mirror is a change of state. So, it is a physical change. The water changes state from gas in the air to liquid water on the mirror. But the water vapor and the liquid water are both made of water.
+Loose matter such as sand and dirt is called sediment. Sediment settling to the bottom of a muddy puddle is a physical change.
+The sediment sinks, and the water above becomes clearer. This separates the water from the sediment. But separating a mixture does not form a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Water vapor condensing is caused by cooling. But sediment settling to the bottom of a muddy puddle is not."
+"Question: What is the mass of an apple? | Choices: [115 kilograms, 115 grams] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of an apple is 115 grams.
+115 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: Which text uses the word terribly in its traditional sense? | Choices: [Colette made escargots using the small snails from her garden. She prepared them according to the recipe but found the chewy texture terribly disappointing., Colette decided to make escargots using the small snails from her garden, but she prepared them terribly. Since she'd forgotten to add garlic, the taste was disappointing.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses terribly in its traditional sense: in a terrible manner.
+Colette decided to make escargots using the small snails from her garden, but she prepared them terribly. Since she'd forgotten to add garlic, the taste was disappointing.
+The first text uses terribly in its nontraditional sense: extremely; very.
+Colette made escargots using the small snails from her garden. She prepared them according to the recipe but found the chewy texture terribly disappointing.
+Most style guides recommend to use the traditional sense of the word terribly because it is considered more standard."
+"Question: What do these two changes have in common?
+a piece of apple turning brown
+a banana getting ripe on the counter | Choices: [Both are chemical changes., Both are caused by cooling., Both are only physical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A piece of apple turning brown is a chemical change. The apple reacts with oxygen in the air and turns into a different type of matter.
+If you scrape off the brown layer of the apple, the inside is still white. The inside hasn't touched the air. So the chemical change didn't happen to that part of the apple.
+A banana getting ripe on the counter is a chemical change. As a banana ripens, the type of matter in it changes. The peel changes color and the inside becomes softer and sweeter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Based on this information, what is Millie's phenotype for the fur type trait? | Choices: [straight fur, curly fur] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Millie's genotype for the fur type gene is ff. Millie's genotype of ff has only f alleles. The f allele is for curly fur. So, Millie's phenotype for the fur type trait must be curly fur.
+To check this answer, consider whether Millie's alleles are dominant or recessive. The allele for curly fur (f) is recessive to the allele for straight fur (F). This means F is a dominant allele, and f is a recessive allele.
+Millie's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Millie's phenotype for the fur type trait must be curly fur. | Hint: In a group of cats, some individuals have straight fur and others have curly fur. In this group, the gene for the fur type trait has two alleles. The allele for curly fur (f) is recessive to the allele for straight fur (F).
+Millie is a cat from this group. Millie has the homozygous genotype ff for the fur type gene."
+"Question: In 1800, where did most Americans live? | Choices: [near the Atlantic Coast, along the Mississippi River, along the Gulf of Mexico, west of the Appalachian Mountains] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: us-history | Skill: The Lewis and Clark Expedition | Lecture: nan | Solution: In 1800, the United States looked like this. The western boundary was the Mississippi River.
+However, most Americans lived within 50 miles of the Atlantic Coast. The darker parts of the map show where the most people lived. The rest of the country was mostly populated by Native American groups.
+This map uses census records to show where people lived in the year 1800. In the early 1800 s, the census did not count the Native Americans. This makes it hard for us to know exactly how many Native Americans lived in the western United States."
+"Question: Which figure of speech is used in this text?
+The old wooden rocking chair that Bridget brought home from the rummage sale was as comfortable as a bed of nails. | Choices: [alliteration, verbal irony] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As comfortable as a bed of nails shows verbal irony because sitting on nails would not be comfortable."
+"Question: Which is a compound sentence? | Choices: [The butcher cuts the fat off the meat., Pedro can iron this shirt, or he can wear a different one.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction or.
+Pedro can iron this shirt, or he can wear a different one."
+"Question: Which figure of speech is used in this text?
+Kinsley swore she would never go back to Oak Grove, but I told her she should never say never. The city might be a very different place in ten years. | Choices: [oxymoron, paradox] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Never say never at first appears to be contradictory: by saying the phrase itself, you have already said never. However, it contains some truth: people often change their minds as they age and so should not rule anything out by saying never."
+"Question: Complete the sentence so that it uses personification.
+The long-ignored book sat () on the nightstand. | Choices: [unread, patiently] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word patiently. It describes the book as if it were a patient person."
+"Question: Select the liquid. | Choices: [thread, milk, air inside a tire, tortoise shell] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Identify solids, liquids, and gases | Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
+Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
+When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
+Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
+When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
+Many gases are invisible. Air is a gas. | Solution: The air inside a tire is a gas. A gas expands to fill a space. The air in a tire expands to fill all the space inside the tire. If air leaks out, it will expand into the space around the tire.
+Thread is a solid that can be bent or tangled. But it still has a size and shape of its own.
+A tortoise shell is a solid. A solid has a size and shape of its own. A tortoise shell is made of a solid called keratin, just like your fingernails!
+Milk is a liquid. A liquid takes the shape of any container it is in. If you pour milk into a different container, the milk will take the shape of that container. But the milk will still take up the same amount of space."
+"Question: Would you find the word adopt on a dictionary page with the following guide words?
+about - ashes | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since adopt is between the guide words about - ashes, it would be found on that page."
+"Question: Would you find the word going on a dictionary page with the following guide words?
+glove - guitar | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since going is between the guide words glove - guitar, it would be found on that page."
+"Question: Which figure of speech is used in this text?
+He that is of the opinion money will do everything may well be suspected of doing everything for money.
+—Benjamin Franklin, Poor Richard's Almanack | Choices: [chiasmus, apostrophe] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses chiasmus, an expression in which the second half parallels the first but reverses the order of words.
+The second half of the sentence reverses the order of the words money and everything relative to the first half."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her sentence fluency?
+A 2013 study by Arizona State University's W. P. Carey School of Business examined the relationship between customers and companies in the United States. According to the study, customer satisfaction remains low. Customer satisfaction levels are on par with those reported in the 1970s. One issue is that customers often have to wait a long time to speak to a company representative about their complaint. Even when they finally do manage talk to someone, they may get neither the desired results nor an apology. | Choices: [by varying how sentences begin, by combining sentences that contain similar information, by using shorter sentences] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her sentence fluency by combining sentences that contain similar information.
+For example, the writer could turn the underlined text into one sentence, such as According to the study, customer satisfaction levels remain low, on par with those reported in the 1970 s.
+A 2013 study by Arizona State University's W. P. Carey School of Business examined the relationship between customers and companies in the United States. According to the study, customer satisfaction remains low. Customer satisfaction levels are on par with those reported in the 1970 s. One issue is that customers often have to wait a long time to speak to a company representative about their complaint. Even when they finally do manage talk to someone, they may get neither the desired results nor an apology."
+"Question: Which closing is correct for a letter? | Choices: [your niece,
+Emily, Your niece,
+Emily] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Using only these supplies, which question can Gina investigate with an experiment? | Choices: [Does a rubber ball travel farther when launched from a metal catapult or from a wooden catapult?, Does a heavier ball travel farther than a lighter ball when launched from a catapult?, Does a catapult with a longer arm launch a rubber ball farther than a catapult with a shorter arm?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Gina visits a museum about ancient Greece. She notices an exhibit with models of wooden catapults that were used to launch large rocks across battlefields. She wonders what factors affect how far a catapult can launch an object. So, she decides to design an experiment. She has the following supplies available:
+a wooden catapult with a 10-inch-long arm
+a wooden catapult with a five-inch-long arm
+two identical rubber balls"
+"Question: What kind of sentence is this?
+Meet me at my house at noon. | Choices: [interrogative, imperative] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells someone to do something, so it is an imperative sentence. Here, it ends with a period."
+"Question: Is the following trait inherited or acquired?
+Dana can play the flute. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play the flute. Instead, some people learn how to play. So, playing the flute is an acquired trait. | Hint: Hint: Playing an instrument well takes practice."
+"Question: What do these two changes have in common?
+saliva breaking down a piece of bread
+silver jewelry tarnishing | Choices: [Both are chemical changes., Both are only physical changes., Both are caused by cooling., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Saliva breaking down a piece of bread is a chemical change. Bread is made up mostly of a chemical called starch. Saliva breaks the bonds between atoms in the starch molecules.
+The atoms then link together to form smaller, simpler molecules of sugar. The sugar is a different type of matter than the starch.
+Metal turning less shiny over time is called tarnishing. Silver jewelry tarnishing is a chemical change. The silver reacts with sulfur in the air to form black tarnish. The tarnish is a different type of matter that was not there before the change.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Would you find the word peril on a dictionary page with the following guide words?
+path - plaster | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since peril is between the guide words path - plaster, it would be found on that page."
+"Question: What kind of sentence is this?
+I can't believe this is Linda's first time seeing the Pacific Ocean! | Choices: [interrogative, exclamatory, declarative] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence."
+"Question: Does this passage describe the weather or the climate?
+Between June and December in the Philippines, up to 27 centimeters of rain can fall each month. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Between June and December in the Philippines, up to 27 centimeters of rain can fall each month.
+This passage tells you about the usual precipitation in the Philippines. It does not describe what the weather is like on a particular day. So, this passage describes the climate. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Compare the motion of two speedboats. Which speedboat was moving at a higher speed? | Choices: [a speedboat that moved 180miles in 5hours, a speedboat that moved 285miles in 5hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each speedboat moved and the time it took to move that distance.
+One speedboat moved 285 miles in 5 hours.
+The other speedboat moved 180 miles in 5 hours.
+Notice that each speedboat spent the same amount of time moving. The speedboat that moved 285 miles moved a farther distance in that time. So, that speedboat must have moved at a higher speed."
+"Question: What is the mass of an elephant? | Choices: [5,030 grams, 5,030 kilograms] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of an elephant is 5,030 kilograms.
+5,030 grams is too light. | Hint: Select the better estimate."
+"Question: Which sentence uses a metaphor? | Choices: [Zeke's eyes are as green as emeralds., Zeke's eyes are bright green emeralds.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: This sentence uses a metaphor:
+Zeke's eyes are bright green emeralds.
+The words eyes and emeralds are compared without the word like or as.
+This sentence uses a simile:
+Zeke's eyes are as green as emeralds.
+The words eyes and emeralds are compared using the word as."
+"Question: How long is a potato? | Choices: [15 meters, 15 kilometers, 15 centimeters, 15 millimeters] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a potato is 15 centimeters.
+15 millimeters is too short. 15 meters and 15 kilometers are too long. | Hint: Select the best estimate."
+"Question: Which figure of speech is used in this text?
+The residents of Detroit will be delighted by today's forecast; they can expect another unpleasant weekend of heavy snow, sleet, and ice. | Choices: [simile, verbal irony] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Delighted shows verbal irony because the residents of Detroit are probably annoyed, not delighted, about another weekend of unpleasant weather."
+"Question: What does the hyperbole in this text suggest?
+After he finished the marathon, Jacob collapsed into a chair and declared that he could no longer move a single muscle. | Choices: [Jacob was very tired and sore., Jacob became paralyzed.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode! | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+The hyperbole could no longer move a single muscle suggests that Jacob was very tired and sore. His muscles were not literally incapable of moving."
+"Question: Which sentence states a fact? | Choices: [Diamond Head crater in Hawaii attracts about 900,000 visitors annually., The hour-long hike up Diamond Head crater is too strenuous.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: Statements of fact make claims that are based on research, observation, or experimentation. Facts can be proved with evidence.
+Napoleon Bonaparte was shorter than King Louis XVI.
+This statement is a fact. The statement can be verified by researching and comparing the height of each man.
+Statements of opinion make claims that are based on personal judgments or perspectives. Opinions can be supported by evidence, but they cannot be definitively proved.
+Napoleon Bonaparte was a better leader than King Louis XVI.
+This statement is an opinion. People can have different ideas about what makes someone a ""better"" leader, so the statement cannot be proved. | Solution: The first sentence states a fact. It can be verified by looking up how many people visit Diamond Head crater every year.
+Diamond Head crater in Hawaii attracts about 900,000 visitors annually.
+The second sentence states an opinion. Too strenuous indicates a personal judgment.
+The hour-long hike up Diamond Head crater is too strenuous."
+"Question: Which sentence states a fact? | Choices: [When the U.S. government borrows money, the national debt grows., The United States borrows too much money from foreign countries.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The first sentence states a fact.
+When the U.S. government borrows money, the national debt grows.
+It can be proved by reading a book or an article about economics.
+The second sentence states an opinion.
+The United States borrows too much money from foreign countries.
+Too much shows what a person believes, thinks, or feels. Another person might have a different opinion about how much is too much."
+"Question: What information supports the conclusion that Brendan acquired this trait? | Choices: [Brendan's mother speaks one language., Brendan learned to speak two languages in school.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Brendan speaks two languages."
+"Question: Which correctly shows the title of a poem? | Choices: [""First Day at School"", First Day at School] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, or article should be in quotation marks.
+""You Are My Sunshine"" | Solution: A poem should be in quotation marks.
+The correct title is ""First Day at School."""
+"Question: Which is the smoothest? | Choices: [concrete sidewalk, sandpaper, paper] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Smooth is a property. A smooth material is not rough or bumpy.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the paper is the smoothest. If you touch a piece of paper, it will not feel rough or bumpy."
+"Question: Complete the sentence.
+Shaking up salad dressing is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+A change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. | Solution: Shaking up salad dressing is a physical change. The different parts mix together, but they are still made of the same type of matter."
+"Question: Which organ supports the body's weight? | Choices: [skeleton, stomach, lungs] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Human organs and their functions | Lecture: nan | Solution: nan"
+"Question: What kind of sentence is this?
+I can't wait to get my driver's license! | Choices: [declarative, interrogative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement and always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An interrogative sentence asks a question and always ends with a question mark.
+Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
+An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence is a statement that shows strong feeling and ends with an exclamation point. It is an exclamatory sentence."
+"Question: Select the plant. | Choices: [Snowy owls eat small animals., Rosemary bushes have many thin leaves.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A rosemary bush is a plant. It has many thin leaves.
+Rosemary has a strong smell. People use its leaves to give food flavor.
+A snowy owl is an animal. It eats small animals.
+Snowy owls live in cold places. Snowy owls have feathers on their feet to protect them from the cold."
+"Question: How long is a basketball court? | Choices: [31 feet, 31 yards, 31 inches] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a basketball court is 31 yards.
+31 inches and 31 feet are both too short. | Hint: Select the best estimate."
+"Question: Which figure of speech is used in this text?
+I am just going outside and may be some time.
+—Captain Lawrence Oates, Antarctic explorer, before going out into subzero temperatures to face certain death | Choices: [understatement, chiasmus] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses understatement, which involves deliberately representing something as less serious or important than it really is.
+May be some time is an understatement, since the frostbitten and weakened Oates knew that he was heading to his death."
+"Question: Which figure of speech is used in this text?
+Milton! Thou shouldst be living at this hour
+England hath need of thee . . .
+—William Wordsworth, ""London, 1802"" | Choices: [antithesis, apostrophe] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses apostrophe, a direct address to an absent person or a nonhuman entity.
+Milton! is a direct address to Milton, an absent person. (John Milton was a British poet who died in 1674, over a century before this poem was written.)"
+"Question: What information supports the conclusion that Tessa acquired this trait? | Choices: [Tessa can cook food over a fire., Tessa learned how to build a fire at summer camp.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Tessa knows how to build a fire."
+"Question: What information supports the conclusion that Luther acquired this trait? | Choices: [Luther learned to identify insects by reading many books about insects., Luther likes to look at butterflies and beetles.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Luther is good at identifying insects."
+"Question: Which phrase has a more negative connotation? | Choices: [push the door closed, shove the door closed] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: Shove the door closed has a more negative connotation. If you shove the door closed, you push it in a rough or mean way."
+"Question: Which text message is more formal? | Choices: [Heads up! Johnson is here. In the lobby., Ms. Johnson is already here. She's waiting in the lobby.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second text message is more formal. It uses complete sentences, avoids slang (heads up), and uses the person's title (Ms. Johnson). The other text message includes more casual language and sentence fragments."
+"Question: Which correctly shows the title of a book? | Choices: [""Goldilocks and the Three Dinosaurs"", ***Goldilocks and the Three Dinosaurs***] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A book should be in italics.
+The correct title is **Goldilocks and the Three Dinosaurs**."
+"Question: Select the animal that has a backbone. | Choices: [eastern newt, dung beetle] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A dung beetle is an insect. Like other insects, a dung beetle does not have a backbone. It has a hard outer cover.
+An eastern newt is an amphibian. Like other amphibians, an eastern newt has a backbone. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones."
+"Question: The city of Oxford has been one of the world's biggest makers of cough drops for many years. But last month, Oxford's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops? | Choices: [The supply will probably go down., The supply will probably go up.] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Floods destroyed the cough drop factories in Oxford. The number of producers of cough drops went down. So, the supply of cough drops will probably go down."
+"Question: Which figure of speech is used in this text?
+""There's nothing I love more than skipping lunch,"" Mr. Taylor told the flight attendant when he learned that no food would be available on his cross-country flight. | Choices: [verbal irony, allusion] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Nothing I love more shows verbal irony because Mr. Taylor is probably upset that there isn't anything to eat."
+"Question: Which soccer ball has more thermal energy? | Choices: [the colder soccer ball, the hotter soccer ball] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two soccer balls are made of the same material and have the same mass. So, the hotter soccer ball has more thermal energy. | Hint: Two soccer balls are identical except for their temperatures."
+"Question: What information supports the conclusion that Fred inherited this trait? | Choices: [Fred's coworker also has curly hair., Fred and his biological parents have brown hair., Fred's biological father has curly hair.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Fred has curly hair."
+"Question: Select the elementary substance. | Choices: [chloromethanol (CH3ClO), sulfur dioxide (SO2), radon (Rn)] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Identify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for sulfur dioxide contains two symbols: S for sulfur and O for oxygen. So, sulfur dioxide is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, sulfur dioxide is a compound, not an elementary substance. The chemical formula for radon contains one symbol: Rn. So, radon is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, radon is an elementary substance. The chemical formula for chloromethanol contains four symbols: C for carbon, H for hydrogen, Cl for chlorine, and O for oxygen. So, chloromethanol is made of four chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, chloromethanol is a compound, not an elementary substance."
+"Question: How long is a caterpillar? | Choices: [24 millimeters, 24 kilometers, 24 meters, 24 centimeters] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a caterpillar is 24 millimeters.
+24 centimeters, 24 meters, and 24 kilometers are all too long. | Hint: Select the best estimate."
+"Question: What kind of sentence is this?
+I can't believe this is Tracy's first time seeing the Pacific Ocean! | Choices: [exclamatory, declarative, interrogative] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence."
+"Question: What do these two changes have in common?
+a piece of avocado turning brown
+milk going sour | Choices: [Both are caused by cooling., Both are caused by heating., Both are chemical changes., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A piece of avocado turning brown is a chemical change. The avocado reacts with oxygen in the air to form a different type of matter.
+If you scrape off the brown part of the avocado, the inside will still be green. The inside hasn't touched the air. So the chemical change hasn't happened to that part of the avocado.
+Milk going sour is a chemical change. The type of matter in the milk slowly changes. The new matter that is formed gives the milk its sour taste.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [After Mary discussed the new research methods with Laura, she decided to try some of them out., After discussing the new research methods with Laura, Mary decided to try some of them out.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun she could refer to Mary or Laura.
+After Mary discussed the new research methods with Laura, she decided to try some of them out.
+The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+After discussing the new research methods with Laura, Mary decided to try some of them out."
+"Question: Complete the sentence.
+Cutting a piece of rope is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two ways matter can change.
+In a chemical change, the type of matter changes.
+Burning a piece of paper is a chemical change. The paper changes into ash and smoke.
+In a physical change, the type of matter stays the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+Ice melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. | Solution: Cutting a piece of rope is a physical change. The rope is shorter after you cut it. But it is still made of the same type of matter as the uncut rope."
+"Question: Would you find the word confuse on a dictionary page with the following guide words?
+chair - civilian | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since confuse is not between the guide words chair - civilian, it would not be found on that page."
+"Question: Is there a sentence fragment?
+We called a taxi for Mr. Wells. Whose car was towed from the no-parking zone in front of the firehouse. | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify sentence fragments | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A sentence fragment is a group of words that does not express a complete thought.
+Rehearsing daily because we have a concert in two weeks.
+This fragment is missing a subject. It doesn't tell who is rehearsing.
+The band I'm in.
+This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
+Because we have a concert in two weeks.
+This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | Solution: There is a sentence fragment that does not express a complete thought.
+We called a taxi for Mr. Wells. Whose car was towed from the no-parking zone in front of the firehouse.
+Here is one way to fix the sentence fragment:
+We called a taxi for Mr. Wells, whose car was towed from the no-parking zone in front of the firehouse."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Do the instructions say what these screws are used for?, Do they say what these screws are used for?] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.
+The first answer choice shows a possible correction for the vague pronoun reference. They has been replaced with the instructions.
+Do the instructions say what these screws are used for?"
+"Question: Compare the motion of three sailboats. Which sailboat was moving at the lowest speed? | Choices: [a sailboat that moved 20kilometers north in 5hours, a sailboat that moved 40kilometers east in 5hours, a sailboat that moved 30kilometers east in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each sailboat moved and the time it took to move that distance. The direction each sailboat moved does not affect its speed.
+Notice that each sailboat moved for 5 hours. The sailboat that moved 20 kilometers moved the shortest distance in that time. So, that sailboat must have moved at the lowest speed."
+"Question: Which tense does the sentence use?
+I will try the chicken soup for lunch. | Choices: [past tense, present tense, future tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, try. The verb tells you about something that is going to happen."
+"Question: What is the source of the allusion in the sentence below?
+Kenji described the situation he was facing with his boss as a catch-22. | Choices: [a song, literature] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion catch-22 is literature.
+Joseph Heller coined the term ""catch-22"" in his 1961 novel of the same name. In the novel, if an army pilot wants to avoid dangerous missions, he must be deemed mentally unfit; however, his desire to stay safe proves his sanity, so he can never be excused from a mission. Heller called this sort of predicament or dilemma a catch-22.
+The allusion catch-22 means a no-win situation."
+"Question: Using only these supplies, which question can Vince investigate with an experiment? | Choices: [Do cloth towels dry faster if they are hung in the laundry room or in the backyard?, Does a small cloth towel or a large cloth towel dry faster when hung in the backyard?, When hung in the laundry room, do black cloth towels or white cloth towels dry more quickly?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: After Vince cleans up a spill, he hangs a wet cloth towel in the laundry room. Two hours later, he notices that the towel has partially dried. He wonders what factors affect how cloth dries. So, he decides to design an experiment. He has the following supplies available:
+two identical white cloth towels
+water
+a clothesline in the laundry room
+a clothesline in the backyard"
+"Question: Which expression of thanks is more formal? | Choices: [We're so pleased you could join us on our special day. Thank you again for the wonderful gift., We're super happy that you could be with us on our special day. Thanks again for the awesome gift!] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second expression of thanks is more formal. It uses more elevated language (we're so pleased). The other expression of thanks is more conversational (super happy, thanks, awesome)."
+"Question: Complete the statement. Assume that the balloon's mass did not change.
+The gravitational potential energy stored between the balloon and Earth () as the balloon floated toward the sky. | Choices: [stayed the same, increased, decreased] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the balloon and the center of Earth changed.
+The balloon moved higher after its string slipped out of Irma's hand. As the balloon floated toward the sky, the distance between the balloon and the center of Earth increased. So, the gravitational potential energy stored between the balloon and Earth increased as the balloon floated toward the sky. | Hint: Read the text about an object in motion.
+Irma was walking with a helium balloon when the balloon's string slipped out of her hand. The balloon floated toward the sky."
+"Question: What is the source of the allusion in the sentence below?
+My mom is a partner at a prominent law firm; she's not exactly Carol Brady. | Choices: [television, modern history] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Carol Brady is television.
+In the television series The Brady Bunch, Carol Brady dedicates herself to the care of her six children and never complains.
+The allusion Carol Brady means a devoted homemaker."
+"Question: What information supports the conclusion that Akira acquired this trait? | Choices: [Akira likes to photograph birds at the zoo., Akira was not born knowing how to identify different bird calls. She had to learn this skill.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Akira is good at identifying birds from their calls."
+"Question: What is the source of the allusion in the sentence below?
+Jill thinks Mr. Hardin is a Luddite because he doesn't own a cell phone. | Choices: [the Bible, British history] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Luddite is British history.
+In the early nineteenth century, factories were replacing the jobs of craftsmen. Some of these craftsmen banded together to destroy the new machinery; those who did so were called Luddites.
+The allusion Luddite means a person opposed to new technology."
+"Question: Which word would you find on a dictionary page with the following guide words?
+eat - everyday | Choices: [explode, escape] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since escape is between the guide words eat - everyday, it would be found on that page."
+"Question: Which tennis ball has a lower temperature? | Choices: [the tennis ball with less thermal energy, the tennis ball with more thermal energy] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two tennis balls are made of the same material and have the same mass. So, the tennis ball with less thermal energy has a lower temperature. | Hint: Two tennis balls are identical except for their thermal energies."
+"Question: Which correctly shows the title of an article? | Choices: [""Rules of Thumb for Choosing a baby Name"", ""Rules of Thumb for Choosing a Baby Name""] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The words of, for, and a are not important, so they should not be capitalized.
+The correct title is ""Rules of Thumb for Choosing a Baby Name."""
+"Question: Which object has the least thermal energy? | Choices: [a stick of butter at a temperature of 11°C, a stick of butter at a temperature of 6°C, a stick of butter at a temperature of 8°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: All three sticks of butter have the same mass but different temperatures. Since the 6°C stick of butter is the coldest, it has the least thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Select the solid. | Choices: [paper clip, milk, rain] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Identify solids and liquids | Lecture: Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a shape of its own.
+Some solids can be bent or broken easily. Others are hard to bend or break.
+A glass cup is a solid. A sock is also a solid.
+When matter is a liquid, it takes the shape of its container.
+Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
+Juice is a liquid. Honey is also a liquid. | Solution: nan"
+"Question: Is this a sentence fragment?
+Closed to visitors since the 1960s, the prehistoric cave paintings in Lascaux, France, are between fifteen thousand and seventeen thousand years old. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify sentence fragments | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A sentence fragment is a group of words that does not express a complete thought.
+Rehearsing daily because we have a concert in two weeks.
+This fragment is missing a subject. It doesn't tell who is rehearsing.
+The band I'm in.
+This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
+Because we have a concert in two weeks.
+This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | Solution: This is not a sentence fragment. It is a complete sentence because it expresses a complete thought.
+Closed to visitors since the 1960 s, the prehistoric cave paintings in Lascaux, France, are between fifteen thousand and seventeen thousand years old."
+"Question: Which closing is correct for a letter? | Choices: [best regards,
+Leah, Best regards,
+Leah] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Select the vertebrate. | Choices: [comet moth, black howler] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have a hard outer cover on their body. Other invertebrates have a soft body. | Solution: A black howler is a mammal. Like other mammals, a black howler is a vertebrate. It has a backbone.
+A comet moth is an insect. Like other insects, a comet moth is an invertebrate. It does not have a backbone. It has a hard outer cover. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Complete the sentence so that it uses personification.
+Displayed next to the other books with more eye-catching covers, this one seemed () by comparison. | Choices: [shy, ordinary] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word shy. It describes this book as if it were a shy person."
+"Question: Using only these supplies, which question can Tristan investigate with an experiment? | Choices: [Do pie crusts made with white flour burn less quickly when covered with aluminum foil or when left uncovered?, Does a pie crust made with white flour burn more quickly when the pie is cooked in a glass pan or in an aluminum pan?, Does a pie crust made with white flour burn more quickly than a pie crust made with whole wheat flour?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Tristan is baking a pie. He notices that the crust burns before the pie is fully cooked. He wonders what factors affect whether a pie crust will burn in the oven. So, he decides to design an experiment. He has the following supplies available:
+ingredients for pumpkin pie filling
+ingredients for apple pie filling
+two pie crusts made with white flour
+a glass pie pan
+an aluminum pie pan
+an oven"
+"Question: Which type of sentence is this?
+Mark took several incredible panoramic photographs of the sweeping view from the top of Table Mountain. | Choices: [compound-complex, compound, simple, complex] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is simple. It is a single independent clause.
+Mark took several incredible panoramic photographs of the sweeping view from the top of Table Mountain."
+"Question: Which object has less thermal energy? | Choices: [a 200-gram glass of grape juice at a temperature of 20°C, a 200-gram glass of grape juice at a temperature of 10°C] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: The two glasses of grape juice have the same mass but different temperatures. Since the 10°C glass of grape juice is colder than the 20°C glass of grape juice, it has less thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which word would you find on a dictionary page with the following guide words?
+plus - puff | Choices: [patrol, poke] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since poke is between the guide words plus - puff, it would be found on that page."
+"Question: Assume all other forces on Terrell are balanced. Which statement describes the forces on Terrell? | Choices: [The forces are balanced, so there is no net force on Terrell., The forces are unbalanced, so there is a net force on Terrell.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Balanced and unbalanced forces | Lecture: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
+When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
+When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | Solution: To determine if there is a net force on Terrell, look at the forces:
+Earth's gravity is pulling Terrell down with a force of 400 N.
+The diving board is pushing Terrell up with a force of 400 N.
+The forces are in opposite directions, and the forces have the same magnitude: 400 N. This means that the forces are balanced, so there is no net force on Terrell. | Hint: Terrell is standing on a diving board at the pool. Earth's gravity is pulling down on Terrell with a force of 400N. The diving board is pushing up on Terrell with a force of 400N."
+"Question: How long does it take to bake lasagna in the oven? | Choices: [45 minutes, 45 hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to bake lasagna in the oven is 45 minutes.
+45 hours is too slow. | Hint: Select the better estimate."
+"Question: Which graduation announcement is more formal? | Choices: [Terrence Murray is graduating, and we couldn't be more proud!, We are proud to announce the graduation of Terrence Murray.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second graduation announcement is more formal. It uses more ceremonious language (proud to announce). The other graduation announcement uses more conversational language (we couldn't be more proud!)."
+"Question: What does the simile in this text suggest?
+Tori rubbed coconut oil on her hands, which were like the parched earth during a drought. | Choices: [Tori's hands were dry and cracked., Tori's hands were hot.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night. | Solution: The text includes a simile, using like or as to compare two things that are not actually alike.
+The simile like the parched earth during a drought suggests that Tori's hands were dry and cracked. A drought is a period without rain; the ground during a drought can become hard and cracked."
+"Question: Which logical fallacy is used in the text?
+The thing that makes Carson stand out as a remarkable cellist is that he's a marvelous musician who plays the cello splendidly. | Choices: [circular reasoning: an argument that supports a claim with the claim itself, bandwagon fallacy: the assumption that the popular choice is automatically correct, ad hominem: an attack against the person making the argument, rather than the argument itself] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Carson is a remarkable cellist because he plays the cello well. However, the ""evidence"" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning."
+"Question: What information supports the conclusion that Monica acquired this trait? | Choices: [Monica is most interested in human biology., Monica learned biology by reading, observing, and experimenting.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Monica knows a lot about biology."
+"Question: What information supports the conclusion that Dalton inherited this trait? | Choices: [Dalton and his biological parents have brown hair., Dalton's biological father has curly hair., Dalton's coworker also has curly hair.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Dalton has curly hair."
+"Question: What do these two changes have in common?
+knitting yarn into a scarf
+dew appearing on grass in the morning | Choices: [Both are only physical changes., Both are caused by cooling., Both are chemical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Knitting yarn into a scarf is a physical change. The yarn gets a different shape, but it is still made of the same type of matter.
+Dew appearing on grass in the morning is a change of state. So, it is a physical change. Water vapor in the air touches the cool grass and becomes liquid.
+The water vapor changes state to become dew, but it is still made of water. A different type of matter is not formed.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Dew appears when water vapor in the air condenses into a liquid on the grass. This is caused by cooling. But knitting yarn is not."
+"Question: According to the Fourth Amendment, when is a judge allowed to write a warrant? | Choices: [when the judge has a good reason to believe someone has broken the law, whenever the police pay the judge enough money, whenever the United States Congress is meeting, whenever a person refuses to let the police search his or her property] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: civics | Skill: The Bill of Rights | Lecture: nan | Solution: A judge is allowed to write a search warrant when the judge has a good reason to believe someone has broken the law. The Fourth Amendment says that ""unreasonable searches"" are not allowed. It is not always clear what makes a search ""unreasonable."" Americans count on judges to decide. The diagram below explains how and when a police officer can get the right to search a person: | Hint: A search warrant is a piece of paper that gives police the right to search a person's property. Only a judge can write a warrant."
+"Question: Which is a sentence fragment? | Choices: [Arrived at the beach., She put salt in the soup.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Arrived at the beach is a sentence fragment. It is missing a subject."
+"Question: What is the volume of a large soup pot? | Choices: [2 fluid ounces, 2 gallons, 2 cups] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a large soup pot is 2 gallons.
+2 fluid ounces and 2 cups are both too little. | Hint: Select the best estimate."
+"Question: Which tense does the sentence use?
+Dale will read his book before bed. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, read. The verb tells you about something that is going to happen."
+"Question: The city of Richmond has been one of the world's biggest makers of cough drops for many years. But last month, Richmond's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops? | Choices: [The supply will probably go down., The supply will probably go up.] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Floods destroyed the cough drop factories in Richmond. The number of producers of cough drops went down. So, the supply of cough drops will probably go down."
+"Question: The city of Booneville has been one of the world's biggest makers of cough drops for many years. But last month, Booneville's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops? | Choices: [The supply will probably go up., The supply will probably go down.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Floods destroyed the cough drop factories in Booneville. The number of producers of cough drops went down. So, the supply of cough drops will probably go down."
+"Question: According to Newton's third law, what other force must be happening? | Choices: [The gas pedal is pulling on Marie's foot., The gas pedal is pushing on Marie's foot.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Predict forces using Newton's third law | Lecture: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
+For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Solution: Marie's foot is pushing on the gas pedal. So, Newton's third law tells you that the gas pedal is pushing on Marie's foot. | Hint: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
+Consider the following force:
+Marie's foot is pushing on her car's gas pedal."
+"Question: Based on this information, what is Frankie's phenotype for the fur length trait? | Choices: [long fur, short fur] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Frankie's genotype for the fur length gene is ff. Frankie's genotype of ff has only f alleles. The f allele is for long fur. So, Frankie's phenotype for the fur length trait must be long fur.
+To check this answer, consider whether Frankie's alleles are dominant or recessive. The allele for short fur (F) is dominant over the allele for long fur (f). This means F is a dominant allele, and f is a recessive allele.
+Frankie's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Frankie's phenotype for the fur length trait must be long fur. | Hint: In a group of cats, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele for short fur (F) is dominant over the allele for long fur (f).
+Frankie is a cat from this group. Frankie has the homozygous genotype ff for the fur length gene."
+"Question: Which is harder? | Choices: [rubber balloons, metal flute] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Hard is a property. A hard material keeps its shape when you press on it with your finger.
+Look at each picture, one at a time. Imagine pushing on the material shown in each picture.
+Of the choices, the metal flute is harder. If you press on a metal flute, it will not change shape."
+"Question: Which text uses the word factoid in its traditional sense? | Choices: [A reporter for the Princeton Daily Mail dug up an amusing factoid about Princeton's founder while researching for an article about the town's early years., The Princeton Daily Mail was forced to issue a retraction after printing a factoid about Princeton's founder. It turned out that the reporter had written the article based on local legend rather than researching the actual history.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses factoid in its traditional sense: something made up presented as a true fact.
+The Princeton Daily Mail was forced to issue a retraction after printing a factoid about Princeton's founder. It turned out that the reporter had written the article based on local legend rather than researching the actual history.
+The second text uses factoid in its nontraditional sense: a trivial but true fact.
+A reporter for the Princeton Daily Mail dug up an amusing factoid about Princeton's founder while researching for an article about the town's early years.
+Most style guides recommend to use the traditional sense of the word factoid because it is considered more standard."
+"Question: Does this passage describe the weather or the climate?
+The average wind speed last weekend was around seven kilometers per hour. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+The average wind speed last weekend was around seven kilometers per hour.
+This passage tells you about the wind speed last weekend. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: What do these two changes have in common?
+silver jewelry tarnishing
+baking a loaf of bread | Choices: [Both are only physical changes., Both are chemical changes., Both are caused by heating., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Metal turning less shiny over time is called tarnishing. Silver jewelry tarnishing is a chemical change. The silver reacts with sulfur in the air to form black tarnish. The tarnish is a different type of matter that was not there before the change.
+Baking a loaf of bread is a chemical change. The type of matter in the dough changes when it is baked. The dough turns into bread!
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Baking is caused by heating. But silver tarnishing is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What does the verbal irony in this text suggest?
+While waiting for her search results, Jessica exclaimed, ""My Internet connection is as speedy as a snail!"" | Choices: [Jessica was patiently waiting for an Internet connection., The Internet connection was very slow.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Interpret the figure of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As speedy as a snail suggests that the Internet connection was very slow. A snail is not speedy, and neither was Jessica's Internet connection."
+"Question: Which type of sentence is this?
+Darnell took several incredible panoramic photographs of the sweeping view from the top of Table Mountain. | Choices: [simple, compound, compound-complex, complex] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is simple. It is a single independent clause.
+Darnell took several incredible panoramic photographs of the sweeping view from the top of Table Mountain."
+"Question: Which change better matches the sentence?
+A part of Earth's surface moves and shakes. | Choices: [earthquake, flood] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: earth-science | Skill: Classify changes to Earth's surface | Lecture: nan | Solution: nan"
+"Question: How long does it take to knit a scarf? | Choices: [7 minutes, 7 hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to knit a scarf is 7 hours.
+7 minutes is too fast. | Hint: Select the better estimate."
+"Question: Which correctly shows the title of an article? | Choices: [""Lost to the Ages"", Lost to the Ages] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: An article should be in quotation marks.
+The correct title is ""Lost to the Ages."""
+"Question: Would you find the word began on a dictionary page with the following guide words?
+blade - bob | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since began is not between the guide words blade - bob, it would not be found on that page."
+"Question: What does the allusion in this text suggest?
+A Good Samaritan identified only as Mr. Li captured the world's attention in May 2014 when he rushed across a street in China to catch a baby falling from a window. | Choices: [The man generously helped a stranger., The man was hoping for a reward.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+The allusion Good Samaritan suggests that the man generously helped a stranger. It refers to a biblical parable in which a Samaritan stops to help a stranger who has been beaten and left lying in the road."
+"Question: Would you find the word trouble on a dictionary page with the following guide words?
+thrash - tiny | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since trouble is not between the guide words thrash - tiny, it would not be found on that page."
+"Question: Which word is not like the others? | Choices: [fly, cow, ant, bee] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: vocabulary | Skill: Which word is not like the others? | Lecture: Some words are alike. They go together in a group.
+Red, blue, and green go together. They are colors.
+Mom, dad, grandma, and grandpa go together. They are people in a family. | Solution: Ant, bee, and fly go together. They are bugs. Cow is not a bug, so it is not like the other words."
+"Question: Is this a sentence fragment?
+Derailed by miscommunication and a lack of funding, Fernando and Cody's new business venture. | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify sentence fragments | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A sentence fragment is a group of words that does not express a complete thought.
+Rehearsing daily because we have a concert in two weeks.
+This fragment is missing a subject. It doesn't tell who is rehearsing.
+The band I'm in.
+This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
+Because we have a concert in two weeks.
+This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | Solution: This is a sentence fragment. It does not express a complete thought.
+Derailed by miscommunication and a lack of funding, Fernando and Cody's new business venture.
+Here is one way to fix the sentence fragment:
+Fernando and Cody's new business venture has been derailed by miscommunication and a lack of funding."
+"Question: Compare the motion of three ducks. Which duck was moving at the lowest speed? | Choices: [a duck that moved 310kilometers north in 5hours, a duck that moved 365kilometers south in 5hours, a duck that moved 425kilometers west in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each duck moved and the time it took to move that distance. The direction each duck moved does not affect its speed.
+Notice that each duck moved for 5 hours. The duck that moved 310 kilometers moved the shortest distance in that time. So, that duck must have moved at the lowest speed."
+"Question: Is the following trait inherited or acquired?
+Kendra has a scar on her right leg. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait."
+"Question: Which figure of speech is used in this text?
+Soft language issued from their spittleless lips as they swished in slow circles round and round the field.
+—James Joyce, A Portrait of the Artist as a Young Man | Choices: [chiasmus, assonance] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses assonance, the repetition of a vowel sound in a series of nearby words.
+The words issued, spittleless, lips, swished, and in share a vowel sound."
+"Question: What kind of sentence is this?
+What made Krysta so upset? | Choices: [exclamatory, interrogative] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: Which figure of speech is used in this text?
+Cole returned to the parking lot to find his car somewhat destroyed. Apparently someone had crashed into it while he was working and had broken the entire front windshield. | Choices: [oxymoron, hyperbole] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Somewhat destroyed is a contradiction, because somewhat means partially or moderately, and destroyed implies totally wrecked."
+"Question: Which change best matches the sentence?
+Mud is left behind along the sides of a river. | Choices: [erosion, drought, deposition] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: Classify changes to Earth's surface II | Lecture: nan | Solution: nan"
+"Question: Which word would you find on a dictionary page with the following guide words?
+keep - knives | Choices: [king, kangaroo] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since king is between the guide words keep - knives, it would be found on that page."
+"Question: Is this a sentence fragment?
+In honor of Washington Irving's famous tale, the town of North Tarrytown, New York, voted to rename itself Sleepy Hollow in 1996. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify sentence fragments | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A sentence fragment is a group of words that does not express a complete thought.
+Rehearsing daily because we have a concert in two weeks.
+This fragment is missing a subject. It doesn't tell who is rehearsing.
+The band I'm in.
+This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
+Because we have a concert in two weeks.
+This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | Solution: This is not a sentence fragment. It is a complete sentence because it expresses a complete thought.
+In honor of Washington Irving's famous tale, the town of North Tarrytown, New York, voted to rename itself Sleepy Hollow in 1996."
+"Question: What does the simile in this text suggest?
+Ava rubbed coconut oil on her hands, which were like the parched earth during a drought. | Choices: [Ava's hands were dry and cracked., Ava's hands were hot.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Interpret the figure of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night. | Solution: The text includes a simile, using like or as to compare two things that are not actually alike.
+The simile like the parched earth during a drought suggests that Ava's hands were dry and cracked. A drought is a period without rain; the ground during a drought can become hard and cracked."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Grandpa billy,, Dear Grandpa Billy,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Grandpa Billy is capitalized because it is a proper noun."
+"Question: What information supports the conclusion that Manuel inherited this trait? | Choices: [Manuel and his siblings all have naturally straight hair., Manuel and his biological father have short hair., Manuel's biological mother often wears her naturally brown hair in a bun.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Manuel has naturally brown hair."
+"Question: What information supports the conclusion that Justin inherited this trait? | Choices: [Justin likes to wear a blue sweater to match his blue eyes., Justin's mother has blue eyes. She passed this trait down to Justin.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Justin has blue eyes."
+"Question: What is the source of the allusion in the sentence below?
+Before Lily had even met her future husband in person, she knew about his reputation as a Romeo. | Choices: [literature, Roman mythology] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Romeo is literature.
+In William Shakespeare's Romeo and Juliet, Romeo is known for the eloquent declaration of love with which he woos Juliet.
+The allusion Romeo means a man who is very romantic."
+"Question: Select the amphibian. | Choices: [snowy owl, helmeted iguana, brown pelican, arroyo toad] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Amphibians have moist skin and begin their lives in water. | Solution: An arroyo toad is an amphibian. It has moist skin and begins its life in water.
+Toads do not have teeth! They swallow their food whole.
+A snowy owl is a bird. It has feathers, two wings, and a beak.
+Snowy owls live in cold places. Even their feet have feathers to keep warm!
+A brown pelican is a bird. It has feathers, two wings, and a beak.
+Brown pelicans live near water. They can dive underwater to catch fish.
+A helmeted iguana is a reptile. It has scaly, waterproof skin.
+Iguanas are a type of lizard. Iguanas eat plants and fruit."
+"Question: Which text uses the word disinterested in its traditional sense? | Choices: [Jenna is happy with her position as class treasurer. Though she would have the support of the student council, she is disinterested in running for student body president., Jenna is excellent in her position as class treasurer. She always manages to be disinterested in student council debates about the allocation of extracurricular funds.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses disinterested in its traditional sense: unbiased or impartial.
+Jenna is excellent in her position as class treasurer. She always manages to be disinterested in student council debates about the allocation of extracurricular funds.
+The first text uses disinterested in its nontraditional sense: uninterested or indifferent.
+Jenna is happy with her position as class treasurer. Though she would have the support of the student council, she is disinterested in running for student body president.
+Most style guides recommend to use the traditional sense of the word disinterested because it is considered more standard."
+"Question: Which correctly shows the title of a newspaper? | Choices: [The Times of Earth, the Times of earth] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word of is not important, so it should not be capitalized.
+The correct title is The Times of Earth."
+"Question: Does the sentence use a simile or a metaphor?
+My dog, Skip, is the security guard for our front yard mailbox. | Choices: [simile, metaphor] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: My dog, Skip, is the security guard for our front yard mailbox.
+The words Skip and security guard are compared without the word like or as. So, the sentence uses a metaphor."
+"Question: Is the following trait inherited or acquired?
+Amanda has a scar on her left hand. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: Based on this information, what is Rufus's genotype for the body size gene? | Choices: [a normal-sized body, BB] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Rufus has two alleles for a normal-sized body (B). So, Rufus's genotype for the body size gene is BB. | Hint: In a group of rats, some individuals have a normal-sized body and others have a dwarf body. In this group, the gene for the body size trait has two alleles. The allele B is for a normal-sized body, and the allele b is for a dwarf body.
+Rufus, a rat from this group, has a normal-sized body. Rufus has two alleles for a normal-sized body."
+"Question: What is the mass of a bicycle? | Choices: [25 ounces, 25 tons, 25 pounds] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a bicycle is 25 pounds.
+25 ounces is too light and 25 tons is too heavy. | Hint: Select the best estimate."
+"Question: Which word does not rhyme? | Choices: [beak, pick, peak] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the ip sound.
+The words lake and make rhyme. They both end with the ake sound.
+The words tip and lake don't rhyme. They end with different sounds. | Solution: The words peak and beak rhyme. They both end with the eak sound.
+The word pick does not rhyme. It ends with a different sound."
+"Question: Would you find the word sniff on a dictionary page with the following guide words?
+scholar - stump | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since sniff is between the guide words scholar - stump, it would be found on that page."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Mrs. Monroe told her assistant to book a flight to Springtown immediately., Mrs. Monroe informed her assistant that she had to book a flight to Seoul immediately.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun she could refer to Mrs. Monroe or her assistant.
+Mrs. Monroe informed her assistant that she had to book a flight to Seoul immediately.
+The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Mrs. Monroe told her assistant to book a flight to Springtown immediately."
+"Question: Which object has the most thermal energy? | Choices: [an 800-gram rock at a temperature of 31°C, an 800-gram rock at a temperature of 24°C, an 800-gram rock at a temperature of 20°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three rocks have the same mass but different temperatures. Since the 31°C rock is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: What is the source of the allusion in the sentence below?
+Frank persisted despite his friends' attempts to tell him that this was a Gordian knot. | Choices: [a song, ancient legend] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Gordian knot is ancient legend.
+According to legend, Alexander the Great used his sword to slash an intricate knot by which a chariot was tied to a pole in the city of Gordium.
+The allusion Gordian knot means a highly complex problem."
+"Question: Which figure of speech is used in this text?
+The past is a foreign country; they do things differently there.
+—L. P. Hartley, The Go-Between | Choices: [pun, metaphor] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses a metaphor, comparing two things that are not actually alike without using like or as.
+The past is a foreign country compares the past to a foreign country without using like or as."
+"Question: Would you find the word hat on a dictionary page with the following guide words?
+hickory - hum | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since hat is not between the guide words hickory - hum, it would not be found on that page."
+"Question: Would you find the word brim on a dictionary page with the following guide words?
+beloved - butter | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since brim is between the guide words beloved - butter, it would be found on that page."
+"Question: What does the idiom in this text suggest?
+""Speak of the devil!"" Alice declared when Richard strolled into the room. | Choices: [Alice thought Richard was a troublemaker., Alice had just been speaking about Richard.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom speak of the devil suggests that Alice had just been speaking about Richard. People say this when the person they've just been speaking about coincidentally arrives, as if summoned."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Mr. Livingston,, dear Mr. Livingston,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Mr. Livingston is capitalized because it is a proper noun."
+"Question: Based on this information, what is Abby's phenotype for the fur texture trait? | Choices: [soft fur, rough fur] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Abby's genotype for the fur texture gene is ff. Abby's genotype of ff has only f alleles. The f allele is for soft fur. So, Abby's phenotype for the fur texture trait must be soft fur.
+To check this answer, consider whether Abby's alleles are dominant or recessive. The allele for rough fur (F) is dominant over the allele for soft fur (f). This means F is a dominant allele, and f is a recessive allele.
+Abby's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Abby's phenotype for the fur texture trait must be soft fur. | Hint: In a group of dachshund dogs, some individuals have rough fur and others have soft fur. In this group, the gene for the fur texture trait has two alleles. The allele for rough fur (F) is dominant over the allele for soft fur (f).
+Abby is a dachshund dog from this group. Abby has the homozygous genotype ff for the fur texture gene."
+"Question: The Sixth Amendment lists some of the rights of people who are charged with crimes. Which of these is not a right promised by the amendment? | Choices: [the right to a speedy and public trial, the right to choose the judge for their trial, the right to get help from a lawyer] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: civics | Skill: The Bill of Rights | Lecture: nan | Solution: The Sixth Amendment says that anyone charged with a crime has the right to a speedy and public trial and the right to get help from a lawyer. However, it does not say that accused criminals can choose their judge. Part of the text of the Sixth Amendment is below. Notice the phrases ""speedy and public trial"" and ""assistance of counsel."" Does the text mention any other rules for trials? In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the state and district wherein the crime shall have been committed. . .and to have the assistance of counsel for his defense."
+"Question: Which object has the most thermal energy? | Choices: [a 180-gram bottle of water at a temperature of 65°F, a 180-gram bottle of water at a temperature of 48°F, a 180-gram bottle of water at a temperature of 47°F] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three bottles of water have the same mass but different temperatures. Since the 65°F bottle of water is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Is the following trait inherited or acquired?
+Walter has a scar on his left knee. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: What is the source of the allusion in the sentence below?
+Reopening the investigation would be like opening Pandora's box. | Choices: [a song, Greek mythology] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Pandora's box is Greek mythology.
+In Greek mythology, the gods send Pandora a box and instruct her never to open it. Curiosity overcomes Pandora and she opens it, unleashing evil into the world.
+The allusion Pandora's box means a source of many problems."
+"Question: Is this a run-on sentence?
+In the 1970s, Asian carp were imported to clean ponds on aquaculture farms in the South; they are believed to have escaped and spread, negatively affecting fish populations as far north as the Great Lakes. | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.
+In the 1970 s, Asian carp were imported to clean ponds on aquaculture farms in the South; they are believed to have escaped and spread, negatively affecting fish populations as far north as the Great Lakes."
+"Question: What information supports the conclusion that Felipe inherited this trait? | Choices: [Felipe's parents have pale skin. They passed down this trait to Felipe., Felipe and his father both have dark hair.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Felipe has pale skin."
+"Question: Would you find the word crude on a dictionary page with the following guide words?
+carton - cuff | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since crude is between the guide words carton - cuff, it would be found on that page."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [After Dan graduates, he plans to travel around Europe with his brother., Dan plans to travel around Europe with his brother after he graduates.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: pronouns | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun he could refer to Dan or his brother.
+Dan plans to travel around Europe with his brother after he graduates.
+The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+After Dan graduates, he plans to travel around Europe with his brother."
+"Question: Select the solid. | Choices: [arrowhead, wet paint, coffee] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Identify solids and liquids | Lecture: Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a shape of its own.
+Some solids can be bent or broken easily. Others are hard to bend or break.
+A glass cup is a solid. A sock is also a solid.
+When matter is a liquid, it takes the shape of its container.
+Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
+Juice is a liquid. Honey is also a liquid. | Solution: nan"
+"Question: Suppose Lamar decides to eat the vanilla custard. Which result would be a cost? | Choices: [Lamar will give up the chance to eat the peanuts. The peanuts would have been healthier than the vanilla custard., Lamar will get to eat the vanilla custard. Lamar thinks vanilla custard will taste better than peanuts would have.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Lamar wants or needs:
+Lamar will give up the chance to eat the peanuts. The peanuts would have been healthier than the vanilla custard. | Hint: Lamar is deciding whether to eat peanuts or vanilla custard for an afternoon snack. He would like to eat something tasty, but he is also trying to be healthier."
+"Question: According to Newton's third law, what other force must be happening? | Choices: [The suitcase is pushing on Robert., The suitcase is pulling on Robert.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Predict forces using Newton's third law | Lecture: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
+For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Solution: Robert is pulling on the suitcase. So, Newton's third law tells you that the suitcase is pulling on Robert. | Hint: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
+Consider the following force:
+Robert is pulling on a full suitcase."
+"Question: What is the source of the allusion in the sentence below?
+Franco's proclamations earned him a reputation as our neighborhood's own Nostradamus. | Choices: [Greek mythology, history] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Nostradamus is history.
+Nostradamus, a sixteenth-century French astrologer and physician, is best known as the author of a book of prophecies.
+The allusion Nostradamus means a seer or predictor of the future."
+"Question: Compare the motion of two humpback whales. Which humpback whale was moving at a lower speed? | Choices: [a humpback whale that moved 20kilometers in 5hours, a humpback whale that moved 40kilometers in 5hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each humpback whale moved and the time it took to move that distance.
+One humpback whale moved 20 kilometers in 5 hours.
+The other humpback whale moved 40 kilometers in 5 hours.
+Notice that each humpback whale spent the same amount of time moving. The humpback whale that moved 20 kilometers moved a shorter distance in that time. So, that humpback whale must have moved at a lower speed."
+"Question: Which is a compound sentence? | Choices: [Walter had a growth spurt, and now most of his pants are too short., Mr. Mendoza dedicated his book about the Alaskan wilderness to his wife and his three sons.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction and.
+Walter had a growth spurt, and now most of his pants are too short."
+"Question: Which tense does the sentence use?
+The game will start soon. | Choices: [present tense, past tense, future tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, start. The verb tells you about something that is going to happen."
+"Question: What information supports the conclusion that Megan acquired this trait? | Choices: [Megan learned how to build a fire at summer camp., Megan can cook food over a fire.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Megan knows how to build a fire."
+"Question: Suppose Alec decides to watch the comedy. Which result would be a cost? | Choices: [Alec will get to watch the movie that he is more excited about., Alec will give up the chance to watch a movie with his sister.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Alec wants or needs:
+Alec will give up the chance to watch a movie with his sister. | Hint: Alec is deciding whether to watch a comedy or an action movie. He would prefer to watch a comedy. But he also wants to watch a movie with his sister. Alec's sister will only watch an action movie."
+"Question: Based on this information, what is Major's phenotype for the horns trait? | Choices: [not having horns, having horns] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Major's genotype for the horns gene is HH. Major's genotype of HH has only H allelles. The H allele is for not having horns. So, Major's phenotype for the horns trait must be not having horns.
+To check this answer, consider whether Major's alleles are dominant or recessive. The allele for not having horns (H) is dominant over the allele for having horns (h). This means H is a dominant allele, and h is a recessive allele.
+Major's genotype of HH has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Major's phenotype for the horns trait must be not having horns. | Hint: In a group of cows, some individuals have horns and others do not. In this group, the gene for the horns trait has two alleles. The allele for not having horns (H) is dominant over the allele for having horns (h).
+Major is a cow from this group. Major has the homozygous genotype HH for the horns gene."
+"Question: Which figure of speech is used in this text?
+The salesperson tried hard to convince Bryant that the jacket was a good buy; after all, it was made of genuine imitation leather. | Choices: [oxymoron, hyperbole] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Genuine imitation is a contradiction, because genuine means real, and imitation means fake or synthetic."
+"Question: What do these two changes have in common?
+breaking a ceramic plate
+beating an egg | Choices: [Both are caused by cooling., Both are caused by heating., Both are chemical changes., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Breaking a ceramic plate is a physical change. The plate gets broken into pieces. But each piece is still made of the same type of matter.
+Beating an egg is a physical change. Beating an egg mixes together the egg white, egg yolk, and some air. But mixing them together does not form a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Select the amphibian. | Choices: [piranha, emerald tree boa, ostrich, red salamander] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Amphibians have moist skin and begin their lives in water. | Solution: An ostrich is a bird. It has feathers, two wings, and a beak.
+The ostrich is the largest bird alive today. Ostriches cannot fly, but they can run very fast.
+A piranha is a fish. It lives underwater. It has fins, not limbs.
+Piranhas have sharp teeth. Piranhas hunt in groups. A group of piranhas can eat a large animal.
+An emerald tree boa is a reptile. It has scaly, waterproof skin.
+Tree boas eat small mammals, birds, lizards, and frogs. Tree boas only need to eat once every few months!
+A red salamander is an amphibian. It has moist skin and begins its life in water.
+Red salamanders do not have lungs. They breathe through their skin!"
+"Question: Which announcement is more formal? | Choices: [The Allenville Law Firm is so happy to tell you . . ., The Allenville Law Firm is pleased to announce . . .] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first announcement is more formal. It uses more elevated language (pleased to announce). The other announcement sounds more conversational (so happy)."
+"Question: Which tense does the sentence use?
+Adam and Lisa will help the neighbors. | Choices: [past tense, present tense, future tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, help. The verb tells you about something that is going to happen."
+"Question: Which greeting is correct for a letter? | Choices: [Dear ms. gilbert,, Dear Ms. Gilbert,] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Ms. Gilbert is capitalized because it is a proper noun."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her sentence fluency?
+If I became student council president, I would make significant changes at my school. I would help my fellow students by being the voice of the student body and communicating openly and effectively with the principal, board of education, school faculty and staff, and parents. For example, I would make every effort to represent students' interests on issues such as mobile phones in the classroom, healthy lunch options in the cafeteria, and improved showers and lockers in our gymnasium. In addition, I would focus on organizing more social events for students, including talent shows, sports tournaments, fashion shows, dances with exciting themes, and battle of the band competitions. | Choices: [by combining sentences containing related information, by varying sentence length] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her sentence fluency by varying sentence length.
+For example, the writer could shorten the underlined sentences to make the text read more smoothly.
+If I became student council president, I would make significant changes at my school. I would help my fellow students by being the voice of the student body and communicating openly and effectively with the principal, board of education, school faculty and staff, and parents. For example, I would make every effort to represent students' interests on issues such as mobile phones in the classroom, healthy lunch options in the cafeteria, and improved showers and lockers in our gymnasium. In addition, I would focus on organizing more social events for students, including talent shows, sports tournaments, fashion shows, dances with exciting themes, and battle of the band competitions."
+"Question: Which figure of speech is used in this text?
+At twenty-one, Chad felt overwhelmed with adult responsibilities and wished he could fly off to Neverland. | Choices: [allusion, simile] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+Neverland alludes to the story of Peter Pan, a boy who lived in Neverland and never grew up."
+"Question: Select the solid. | Choices: [air inside a soccer ball, vinegar, water in a sink, ruler] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Identify solids, liquids, and gases | Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
+Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
+When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
+Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
+When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
+Many gases are invisible. Air is a gas. | Solution: A ruler is a solid. A solid has a size and shape of its own. If you put a ruler in a box, the ruler will keep its shape.
+The air inside a soccer ball is a gas. A gas expands to fill a space. The air fills all the space inside the soccer ball. If air leaks out, it will expand into the space around the ball.
+Vinegar is a liquid. A liquid takes the shape of any container it is in. If you pour vinegar into a different container, the vinegar will take the shape of that container. But the vinegar will still take up the same amount of space.
+The water in a sink is a liquid. A liquid takes the shape of any container it is in. If you move the water from a sink into a different container, the water will take the shape of that container. But the water will still take up the same amount of space."
+"Question: Which figure of speech is used in this text?
+At twenty-one, Eddie felt overwhelmed with adult responsibilities and wished he could fly off to Neverland. | Choices: [onomatopoeia, allusion] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+Neverland alludes to the story of Peter Pan, a boy who lived in Neverland and never grew up."
+"Question: Based on this information, what is Rascal's phenotype for the fur length trait? | Choices: [short fur, long fur] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Rascal's genotype for the fur length gene is ff. Rascal's genotype of ff has only f alleles. The f allele is for long fur. So, Rascal's phenotype for the fur length trait must be long fur.
+To check this answer, consider whether Rascal's alleles are dominant or recessive. The allele for short fur (F) is dominant over the allele for long fur (f). This means F is a dominant allele, and f is a recessive allele.
+Rascal's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Rascal's phenotype for the fur length trait must be long fur. | Hint: In a group of cats, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele for short fur (F) is dominant over the allele for long fur (f).
+Rascal is a cat from this group. Rascal has the homozygous genotype ff for the fur length gene."
+"Question: Which is a compound sentence? | Choices: [Mr. Chu peeled the tangerine and divided it into sections., We can install the software now, or we can wait until next week.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction or.
+We can install the software now, or we can wait until next week."
+"Question: What information supports the conclusion that Albert acquired this trait? | Choices: [Albert's scar was caused by an accident. He cut his arm when he fell off his bicycle., Some scars fade more quickly than others.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Albert has a scar on his right arm."
+"Question: Select the animal that has a backbone. | Choices: [goose, castor bean tick] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A castor bean tick is an insect. Like other insects, a castor bean tick does not have a backbone. It has a hard outer cover.
+A goose is a bird. Like other birds, a goose has a backbone. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones."
+"Question: Which logical fallacy is used in the text?
+I can't believe you'd hire Tyler Khan to watch your dog! Did you know that his friend adopted a dog but then took it back to the shelter after just one week? | Choices: [straw man: a misrepresentation of an opponent's position that makes it easier to argue against, guilt by association: a negative association intended to discredit someone or something] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Tyler must be an irresponsible dog owner, because his friend was an irresponsible dog owner. However, even though Tyler's friend was irresponsible, that doesn't necessarily mean that Tyler is also irresponsible. This illustrates a type of logical fallacy known as guilt by association."
+"Question: Complete the statement. Assume that Alec's mass did not change.
+The gravitational potential energy stored between Alec and Earth () as he hiked toward the summit. | Choices: [stayed the same, decreased, increased] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between Alec and the center of Earth changed.
+The summit of the mountain was higher than the point where Alec started hiking. As he hiked toward the summit, the distance between Alec and the center of Earth increased. So, the gravitational potential energy stored between Alec and Earth increased as he hiked toward the summit. | Hint: Read the text about a person in motion.
+Alec hiked up a tall mountain. He followed a trail all the way to the summit."
+"Question: What is the source of the allusion in the sentence below?
+Hayley had her fifteen minutes when her video of kayaking with dolphins went viral. | Choices: [modern history, a song] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion fifteen minutes is modern history.
+In a catalog that accompanied an exhibit of his work, pop artist Andy Warhol said, ""In the future, everybody will be world-famous for fifteen minutes,"" meaning that fame would be briefly available even to those who did nothing spectacular.
+The allusion fifteen minutes means a temporary moment of celebrity status."
+"Question: Select the action that doesn't belong. | Choices: [cut, shampoo, style, boil] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: vocabulary | Skill: Select the words that don't belong | Lecture: nan | Solution: Boil doesn't belong.
+Shampoo, cut, and style all describe things you do to hair."
+"Question: Which is a compound sentence? | Choices: [The queen was invited to the ball, so she bought a new dress., Every month the mayor gives a speech to the citizens.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.
+The queen was invited to the ball, so she bought a new dress."
+"Question: Which word would you find on a dictionary page with the following guide words?
+tentacle - torpedo | Choices: [tundra, those] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since those is between the guide words tentacle - torpedo, it would be found on that page."
+"Question: Based on this information, what is this plant's phenotype for the pea shape trait? | Choices: [wrinkled peas, round peas] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: The pea plant's genotype for the pea shape gene is EE. The pea plant's genotype of EE has only E allelles. The E allele is for round peas. So, the pea plant's phenotype for the pea shape trait must be round peas.
+To check this answer, consider whether the pea plant's alleles are dominant or recessive. The allele for round peas (E) is dominant over the allele for wrinkled peas (e). This means E is a dominant allele, and e is a recessive allele.
+The pea plant's genotype of EE has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the pea plant's phenotype for the pea shape trait must be round peas. | Hint: In a group of pea plants, some individuals have round peas and others have wrinkled peas. In this group, the gene for the pea shape trait has two alleles. The allele for round peas (E) is dominant over the allele for wrinkled peas (e).
+A certain pea plant from this group has the homozygous genotype EE for the pea shape gene."
+"Question: Which type of sentence is this?
+Kenny always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor. | Choices: [compound-complex, compound, complex, simple] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+Kenny always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor."
+"Question: Which metal paper clip has a higher temperature? | Choices: [the metal paper clip with more thermal energy, the metal paper clip with less thermal energy] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two metal paper clips are made of the same material and have the same mass. So, the metal paper clip with more thermal energy has a higher temperature. | Hint: Two metal paper clips are identical except for their thermal energies."
+"Question: Based on this information, what is this muskmelon plant's genotype for the fruit taste gene? | Choices: [FF, sour fruit] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. The muskmelon plant has two alleles for sour fruit (F). So, the plant's genotype for the fruit taste gene is FF. | Hint: In a group of muskmelon plants, some individuals have sour fruit and others have sweet fruit. In this group, the gene for the fruit taste trait has two alleles. The allele F is for sour fruit, and the allele f is for sweet fruit.
+A certain muskmelon plant from this group has sour fruit. This plant has two alleles for sour fruit."
+"Question: Which text uses the word nauseous in its traditional sense? | Choices: [Bella's little brother looked a little nauseous after eating mounds of candy and then going on the dizzying rides at the state fair., Bella's little brother looked a little sick after eating mounds of candy and then going on the nauseous rides at the state fair.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses nauseous in its traditional sense: causing disgust or nausea.
+Bella's little brother looked a little sick after eating mounds of candy and then going on the nauseous rides at the state fair.
+The second text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.
+Bella's little brother looked a little nauseous after eating mounds of candy and then going on the dizzying rides at the state fair.
+Most style guides recommend to use the traditional sense of the word nauseous because it is considered more standard."
+"Question: What does this Works Cited entry indicate about the cited work?
+Verducci, Tom. ""David Ortiz on Cubs' Kris Bryant and Why Hitting Is Harder than Ever."" Sports Illustrated 28 Apr. 2015: n. pag. Web. 10 May 2015. | Choices: [It doesn't have a date of publication., The author's first name is Tom., The author's first name is David.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: reference-skills | Skill: Understand a Works Cited entry (MLA 7th edition) | Lecture: When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.
+Below are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.
+Books:
+Format | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.
+Example | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.
+Essays, short stories, or poems in an anthology or book:
+Format | Author(s). ""Essay, Poem, or Short Story Title."" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.
+Example | James, Henry. ""The Middle Years."" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.
+Magazine and newspaper articles:
+Format | Author(s). ""Article Title."" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.
+Example | Hayes, David J., and James H. Stock. ""The Real Cost of Coal."" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.
+Journal articles:
+Format | Author(s). ""Article Title."" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.
+Example | Gillette, Jane, et al. ""Human Simulations of Vocabulary Learning."" Cognition 73.2 (1999): 135-176. Print.
+Web pages:
+Format | Author(s). ""Page Title."" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.
+Example | Gunn, Janelle P., and Lauren E. Owens. ""How to Slash Sodium from Your Diet."" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.
+Additional guidelines:
+Author Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by ""et al.,"" which stands for and others (e.g., Smith, Jane, et al.).
+Medium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are ""Print"" and ""Web,"" but other possibilities include ""Film,"" ""E-mail,"" and ""Lecture."" Whenever the Medium of Publication is ""Web,"" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.
+Editors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. ""Ed."" stands for edited by. ""Trans."" stands for translated by.
+Missing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation ""n. pag."" is used instead. If a work has no available publication date, the abbreviation ""n.d."" is used instead. If a work has no available publisher or no available city of publication, the abbreviation ""n.p."" is used instead.
+ | Solution: Look closely at the Works Cited entry:
+Verducci, Tom. ""David Ortiz on Cubs' Kris Bryant and Why Hitting Is Harder than Ever."" Sports Illustrated 28 Apr. 2015: n. pag. Web. 10 May 2015.
+You can tell that the author's first name is Tom because the author's name appears last name first at the beginning of the entry."
+"Question: Which is a complete sentence? | Choices: [In the early morning, three fishermen climbed into their boats., Will change out of her wet pants and shirt.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: In the early morning, three fishermen climbed into their boats is a complete sentence. The subject is three fishermen, and the verb is climbed."
+"Question: Which tense does the sentence use?
+Dean stirred the sauce on the stove. | Choices: [past tense, future tense, present tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, stirred. The verb ends in -ed and tells you about something that has already happened."
+"Question: Which organ gives the body its shape? | Choices: [skeleton, lungs, heart] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Human organs and their functions | Lecture: nan | Solution: nan"
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Though Mr. Landry loved the old house's charming kitchen, it was in serious need of repair., The old house was in serious need of repair, but Mr. Landry loved its charming kitchen.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun it could refer to the house or the kitchen.
+Though Mr. Landry loved the old house's charming kitchen, it was in serious need of repair.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+The old house was in serious need of repair, but Mr. Landry loved its charming kitchen."
+"Question: Which text uses the word terribly in its traditional sense? | Choices: [Hassan shivered terribly as he gazed at the snow-clad slope. After calming his nerves, he began his descent., Hassan shivered as he gazed at the terribly steep, snowy slope. After calming his nerves, he began his descent.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses terribly in its traditional sense: in a terrible manner.
+Hassan shivered terribly as he gazed at the snow-clad slope. After calming his nerves, he began his descent.
+The first text uses terribly in its nontraditional sense: extremely; very.
+Hassan shivered as he gazed at the terribly steep, snowy slope. After calming his nerves, he began his descent.
+Most style guides recommend to use the traditional sense of the word terribly because it is considered more standard."
+"Question: How long is a guitar? | Choices: [33 inches, 33 feet, 33 miles, 33 yards] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a guitar is 33 inches.
+33 feet, 33 yards, and 33 miles are all too long. | Hint: Select the best estimate."
+"Question: How long is a road from one end of a city to the other? | Choices: [2 miles, 2 feet, 2 yards, 2 inches] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a road from one end of a city to the other is 2 miles.
+2 inches, 2 feet, and 2 yards are all too short. | Hint: Select the best estimate."
+"Question: Which word would you find on a dictionary page with the following guide words?
+citizen - coil | Choices: [clerk, churn] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since clerk is between the guide words citizen - coil, it would be found on that page."
+"Question: Which tense does the sentence use?
+The cook puts beans in the soup. | Choices: [present tense, past tense, future tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, puts. The verb ends in -s and tells you about something that is true or happening now."
+"Question: Which phrase has a more positive connotation? | Choices: [having a meal, having a feast] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: Having a feast has a more positive connotation. A feast is a large meal that celebrates something."
+"Question: How long is a road from one end of a city to the other? | Choices: [8 centimeters, 8 kilometers] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?
+The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.
+There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.
+There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. | Solution: The better estimate for the length of a road from one end of a city to the other is 8 kilometers.
+8 centimeters is too short. | Hint: Select the better estimate."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Scott went on to calculus after studying trigonometry, but he never fully comprehended calculus., Scott went on to calculus after studying trigonometry, but he never fully comprehended it.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun it could refer to calculus or trigonometry.
+The first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with calculus.
+Scott went on to calculus after studying trigonometry, but he never fully comprehended calculus."
+"Question: Complete the sentence.
+Dissolving sugar in water is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Dissolving sugar in water is a physical change. The sugar breaks into pieces that are too small to see. But each piece is still made of sugar."
+"Question: Which word would you find on a dictionary page with the following guide words?
+few - freight | Choices: [fortress, family] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since fortress is between the guide words few - freight, it would be found on that page."
+"Question: What information supports the conclusion that Zack acquired this trait? | Choices: [Some scars fade more quickly than others., Zack's scar was caused by an accident. He cut his arm when he fell off his bicycle.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Zack has a scar on his right arm."
+"Question: Would you find the word librarian on a dictionary page with the following guide words?
+laid - looked | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since librarian is between the guide words laid - looked, it would be found on that page."
+"Question: Select the part whose main job is to control which substances enter and leave an animal cell. | Choices: [mitochondria, cell membrane, vacuoles] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify functions of animal cell parts | Lecture: The cell membrane controls which substances enter and leave the cell. The cell membrane also protects the cell from the outside environment.
+The cytoplasm is made up of a thick liquid that fills the space inside the cell membrane. The cytoplasm supports the other cell parts and holds them in place. Many important chemical reactions happen in the cytoplasm.
+The mitochondria break down sugar to release energy that the cell can use.
+The vacuoles store nutrients, such as sugar, in the cell. Vacuoles also store water and waste.
+The nucleus directs cell activities. It does this by sending instructions to different parts of the cell.
+The chromosomes contain the information that the cell uses for growth and activities. In animal and plant cells, the chromosomes are inside the nucleus. | Solution: The cell membrane is a thin layer that wraps around the cytoplasm.
+Every cell has a cell membrane. In an animal cell, the cell membrane is the outer layer."
+"Question: Is the following trait inherited or acquired?
+Bryant has a scar on his right leg. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: Based on this information, what is Lollipop's genotype for the fur texture gene? | Choices: [ff, wavy fur] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Lollipop has two alleles for wavy fur (f). So, Lollipop's genotype for the fur texture gene is ff. | Hint: In a group of Syrian hamsters, some individuals have straight fur and others have wavy fur. In this group, the gene for the fur texture trait has two alleles. The allele F is for straight fur, and the allele f is for wavy fur.
+Lollipop, a Syrian hamster from this group, has wavy fur. Lollipop has two alleles for wavy fur."
+"Question: What do these two changes have in common?
+water evaporating from a lake
+cooking a pancake | Choices: [Both are caused by cooling., Both are caused by heating., Both are only physical changes., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Water evaporating from a lake is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
+Cooking a pancake is a chemical change. Pancakes are made from pancake batter. A cooked pancake is a different type of matter than pancake batter. Pancake batter is wet and slippery. Cooked pancakes are fluffy and can be good to eat!
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Water evaporating is a physical change. But cooking a pancake is not.
+Both are chemical changes.
+Cooking a pancake is a chemical change. But water evaporating from a lake is not.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Based on this information, what is Audrey's genotype for the Thomsen disease gene? | Choices: [having Thomsen disease, MM] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Audrey has two alleles for having Thomsen disease (M). So, Audrey's genotype for the Thomsen disease gene is MM. | Hint: This passage describes the Thomsen disease trait in humans:
+
+In a group of humans, some individuals have Thomsen disease and others do not. In this group, the gene for the Thomsen disease trait has two alleles. The allele M is for having Thomsen disease, and the allele m is for not having Thomsen disease.
+Audrey, a human from this group, has Thomsen disease. Audrey has two alleles for having Thomsen disease."
+"Question: Compare the motion of two bats. Which bat was moving at a lower speed? | Choices: [a bat that moved 95kilometers in 5hours, a bat that moved 115kilometers in 5hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each bat moved and the time it took to move that distance.
+One bat moved 95 kilometers in 5 hours.
+The other bat moved 115 kilometers in 5 hours.
+Notice that each bat spent the same amount of time moving. The bat that moved 95 kilometers moved a shorter distance in that time. So, that bat must have moved at a lower speed."
+"Question: Complete the sentence so that it uses personification.
+""You might think you'll always be young,"" Mrs. Blake counseled, ""but time ()"". | Choices: [affects everyone, creeps up on you] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the phrase creeps up on you. It describes time as if it were a sneaky person."
+"Question: Which text uses the word literally in its traditional sense? | Choices: [The curry that the chef prepared was so spicy that Matt's mouth was literally on fire by the time he finished his meal., The curry that the chef prepared was so spicy that Matt literally had to drink three glasses of milk to ease the pain.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses literally in its traditional sense: in a factual, non-exaggerated way.
+The curry that the chef prepared was so spicy that Matt literally had to drink three glasses of milk to ease the pain.
+The second text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). Matt's mouth may be in pain, but it is not actually on fire.
+The curry that the chef prepared was so spicy that Matt's mouth was literally on fire by the time he finished his meal.
+Most style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect."
+"Question: Based on this information, what is Peck's genotype for the body feather color gene? | Choices: [bb, blue body feathers] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Peck has two alleles for blue body feathers (b). So, Peck's genotype for the body feather color gene is bb. | Hint: In a group of budgerigar parakeets, some individuals have green body feathers and others have blue body feathers. In this group, the gene for the body feather color trait has two alleles. The allele B is for green body feathers, and the allele b is for blue body feathers.
+Peck, a budgerigar parakeet from this group, has blue body feathers. Peck has two alleles for blue body feathers."
+"Question: What do these two changes have in common?
+mixing sand and gravel
+cracking open a peanut | Choices: [Both are chemical changes., Both are caused by cooling., Both are caused by heating., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Mixing sand and gravel is a physical change. Together, the sand and gravel make a mixture. But making this mixture does not form a different type of matter.
+Cracking open a peanut is a physical change. The peanut shell breaks and the peanut falls out. Both are still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What is the volume of a coffee pot? | Choices: [2 milliliters, 2 liters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a coffee pot is 2 liters.
+2 milliliters is too little. | Hint: Select the better estimate."
+"Question: Which closing is correct for a letter? | Choices: [yours truly,
+Becky, Yours truly,
+Becky] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Select the vertebrate. | Choices: [saturn butterfly, metallic tarantula, sunfish, weaver ant] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A saturn butterfly is an insect. Like other insects, a saturn butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A weaver ant is an insect. Like other insects, a weaver ant is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A sunfish is a fish. Like other fish, a sunfish is a vertebrate. It has a backbone.
+Like other tarantulas, a metallic tarantula is an invertebrate. It does not have a backbone. It has an exoskeleton. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: What information supports the conclusion that Jordan acquired this trait? | Choices: [Some scars fade more quickly than others., Jordan's scar was caused by an accident. He cut his arm when he fell off his bicycle.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Jordan has a scar on his right arm."
+"Question: Which sentence uses a simile? | Choices: [The wave was a towering wall rising from the sea., The wave rose from the sea like a towering wall.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: This sentence uses a simile:
+The wave rose from the sea like a towering wall.
+The words wave and wall are compared using the word like.
+This sentence uses a metaphor:
+The wave was a towering wall rising from the sea.
+The words wave and wall are compared without the word like or as."
+"Question: Which figure of speech is used in this text?
+Sharon insisted that her dog wasn't fat; she said that he was merely well-fed. | Choices: [euphemism, hyperbole] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Well-fed is an indirect way of saying overweight."
+"Question: How long does it take for an airplane to cross the Atlantic Ocean? | Choices: [5 minutes, 5 hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes for an airplane to cross the Atlantic Ocean is 5 hours.
+5 minutes is too fast. | Hint: Select the better estimate."
+"Question: Does this passage describe the weather or the climate?
+Where Oliver lives, the wind often blows in from the nearby hills. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Where Oliver lives, the wind often blows in from the nearby hills.
+This passage tells you about the usual wind pattern where Oliver lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Which text structure does the text use? | Choices: [descriptive, sequential] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: writing-strategies | Skill: Identify text structures | Lecture: Writers can organize their ideas in different ways. These ways of organizing writing are called text structures. When you can tell how a text is organized, it's easier to understand how the writer's ideas go together. You can also use these text structures to organize your own writing.
+ | Text structure | Where you might find it | Words and phrases to look for
+A sequential structure tells you about events that happen in a certain order. | a recipe for how to make a blueberry pie | first, until, second, after, next, then, before, finally, during
+A cause-effect structure shows the causes and the effects, or results, of an event. | an essay about how recycling helps the environment | because, led to, since, as a result, due to, so, reason
+A problem-solution structure explains a problem and offers possible solutions. | an article about ways to get more people to vote | issue, suggest, question, puzzle, fix, answer
+A compare-contrast structure shows how two (or more) things are the same or different. | a chapter about the differences between whales and sharks | like, unlike, too, on the other hand, both, while, same, instead, common, different, as well as, however
+A descriptive structure tells you a list of details about an object, scene, or topic. | a paragraph about what Tyrannosaurus rex looked like| for example, near, for instance beside, such as, most important, also | Solution: The text uses a descriptive structure to show facts about rain forests. In the text, certain words and phrases help to organize ideas in a descriptive structure. Notice the words indeed and also and the phrase among these. | Hint: Read the text.
+A tropical rain forest is a particular type of forest. It's a tall, thick jungle located in a hot region with plenty of rain. Rain forests are home to many different life forms. Indeed, as many as thirty million different kinds of plants and animals live in rain forests. Among these are the plants that produce chocolate and rubber. Also, many plants used in medicines grow in rain forests."
+"Question: How long does it take to cook a turkey in the oven? | Choices: [5 hours, 5 seconds] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to cook a turkey in the oven is 5 hours.
+5 seconds is too fast. | Hint: Select the better estimate."
+"Question: Select the mixture. | Choices: [pretzel, silver] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Identify mixtures | Lecture: A pure substance is made of only one type of matter.
+A mixture is made of two or more types of matter mixed together. | Solution: nan"
+"Question: What information supports the conclusion that Michelle inherited this trait? | Choices: [Michelle and her biological father wear sunglasses when they go outside., Michelle's neighbor has green eyes., Michelle has green eyes like her biological mother.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Michelle has green eyes."
+"Question: How long is the Panama Canal? | Choices: [50 feet, 50 inches, 50 yards, 50 miles] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of the Panama Canal is 50 miles.
+50 inches, 50 feet, and 50 yards are all too short. | Hint: Select the best estimate."
+"Question: According to Newton's third law, what other force must be happening? | Choices: [The suitcase is pulling on Jamal., The suitcase is pushing on Jamal.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Predict forces using Newton's third law | Lecture: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
+For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Solution: Jamal is pulling on the suitcase. So, Newton's third law tells you that the suitcase is pulling on Jamal. | Hint: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
+Consider the following force:
+Jamal is pulling on a full suitcase."
+"Question: Select the animal. | Choices: [Chili peppers have green leaves., Apple trees can grow fruit., Brown pelicans eat fish., Cedar trees have small leaves.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A chili pepper is a plant. It has many green leaves.
+Chili peppers give food a spicy flavor.
+A cedar tree is a plant. It has small leaves.
+Cedar trees grow in many parts of the world. Many cedar trees grow on mountains.
+A brown pelican is an animal. It eats fish.
+A brown pelican is a bird. Brown pelicans live near water and dive to catch fish.
+An apple tree is a plant. It can grow fruit.
+People have been growing apples for thousands of years. There are more than 7,500 types of apples!"
+"Question: What kind of sentence is this?
+How many articles did Clarence write before his publisher offered him a book contract? | Choices: [declarative, exclamatory, interrogative] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: Is this a sentence fragment?
+Based on one theory, Mimas, one of Saturn's many moons, may have been created within that planet's icy rings. | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify sentence fragments | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A sentence fragment is a group of words that does not express a complete thought.
+Rehearsing daily because we have a concert in two weeks.
+This fragment is missing a subject. It doesn't tell who is rehearsing.
+The band I'm in.
+This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
+Because we have a concert in two weeks.
+This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | Solution: This is not a sentence fragment. It is a complete sentence because it expresses a complete thought.
+Based on one theory, Mimas, one of Saturn's many moons, may have been created within that planet's icy rings."
+"Question: Which closing is correct for a letter? | Choices: [Many thanks,
+Ariana, many thanks,
+Ariana] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: What is the mass of a full bag of groceries? | Choices: [2 grams, 2 kilograms] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a full bag of groceries is 2 kilograms.
+2 grams is too light. | Hint: Select the better estimate."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [""This morning, the newspaper said that Maria Montgomery won the mayoral election in Springtown,"" Adam remarked to his sister., ""This morning, it said that Maria Montgomery won the mayoral election in Springtown,"" Adam remarked to his sister.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.
+The second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the newspaper.
+""This morning, the newspaper said that Maria Montgomery won the mayoral election in Springtown,"" Adam remarked to his sister."
+"Question: Based on this information, what is Salsa's genotype for the fur length gene? | Choices: [short fur, Ff] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Salsa has one allele for short fur (F) and one allele for long fur (f). So, Salsa's genotype for the fur length gene is Ff. | Hint: In a group of cats, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele F is for short fur, and the allele f is for long fur.
+Salsa, a cat from this group, has short fur. Salsa has one allele for short fur and one allele for long fur."
+"Question: Compare the motion of three geese. Which goose was moving at the highest speed? | Choices: [a goose that moved 280kilometers west in 5hours, a goose that moved 350kilometers east in 5hours, a goose that moved 375kilometers north in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. | Solution: Look at the distance each goose moved and the time it took to move that distance. The direction each goose moved does not affect its speed.
+Notice that each goose moved for 5 hours. The goose that moved 375 kilometers moved the farthest distance in that time. So, that goose must have moved at the highest speed."
+"Question: Select the animal that has a backbone. | Choices: [redback spider, flounder] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A flounder is a fish. Like other fish, a flounder has a backbone.
+Like other spiders, a redback spider does not have a backbone. It has a hard outer cover. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones."
+"Question: Which announcement is more formal? | Choices: [The Belmont Law Firm is so happy to tell you . . ., The Belmont Law Firm is pleased to announce . . .] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second announcement is more formal. It uses more elevated language (pleased to announce). The other announcement sounds more conversational (so happy)."
+"Question: What information supports the conclusion that Nate acquired this trait? | Choices: [Nate learned biology by reading, observing, and experimenting., Nate is most interested in human biology.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Nate knows a lot about biology."
+"Question: Which sentence uses a simile? | Choices: [The tired boy was as slow as a turtle., The tired boy was a slow turtle.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: This sentence uses a simile:
+The tired boy was as slow as a turtle.
+The words boy and turtle are compared using the word as.
+This sentence uses a metaphor:
+The tired boy was a slow turtle.
+The words boy and turtle are compared without the word like or as."
+"Question: Which word would you find on a dictionary page with the following guide words?
+plunge - proper | Choices: [pitcher, pottery] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since pottery is between the guide words plunge - proper, it would be found on that page."
+"Question: Which word would you find on a dictionary page with the following guide words?
+tiger - triangle | Choices: [tail, today] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since today is between the guide words tiger - triangle, it would be found on that page."
+"Question: What is the source of the allusion in the sentence below?
+Much to our shock, Colin chose to turn the other cheek when Ayana insulted him in a meeting. | Choices: [the Bible, a song] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion turn the other cheek is the Bible.
+In the Bible, Jesus counsels his followers to resist retaliation. He says that if they are struck on the right cheek, they shouldn't lash out; instead, they should turn the other cheek toward their attacker.
+The allusion turn the other cheek means to respond without aggression."
+"Question: Which is the softest? | Choices: [icicle, nylon shorts, plastic slide] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Soft is a property. A soft material changes shape when pressed or squeezed.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the nylon shorts are the softest. Nylon fabric changes shape when you press on it."
+"Question: Is the following trait inherited or acquired?
+Carter has naturally black hair. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Humans do not choose their natural hair color. Some people dye their hair. But this does not change their natural hair color.
+Children get their natural hair color from their parents. So, Carter's hair color is an inherited trait."
+"Question: Would you find the word sorry on a dictionary page with the following guide words?
+ship - slush | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since sorry is not between the guide words ship - slush, it would not be found on that page."
+"Question: Which is a compound sentence? | Choices: [The subway runs beneath the streets of the city., The sun is at its highest, so our shadows are at their shortest.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.
+The sun is at its highest, so our shadows are at their shortest."
+"Question: Which figure of speech is used in this text?
+When Belle first joined the track team, she was afraid of jumping, but she got over that hurdle. | Choices: [pun, verbal irony] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses a pun, a word or phrase that humorously suggests more than one meaning.
+Hurdle refers to an obstacle that one must overcome. It also refers to an object that a runner jumps over."
+"Question: Which bath towel has less thermal energy? | Choices: [the hotter bath towel, the colder bath towel] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 1-kilogram brick at 70°F has half as much thermal energy as a 2-kilogram brick at 70°F. The two bricks have the same temperature, but the smaller brick has half as many atoms. So, it has half as much thermal energy. | Solution: The two bath towels are made of the same material and have the same mass. So, the colder bath towel has less thermal energy. | Hint: Two 500-gram bath towels are identical except for their temperatures."
+"Question: Which text uses the word unique in its traditional sense? | Choices: [Dean bought his unique coffee table from a factory outlet store in Georgetown., Dean custom ordered his unique coffee table from a master craftsman in Georgetown.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses unique in its traditional sense: being the only one of its kind.
+Dean custom ordered his unique coffee table from a master craftsman in Georgetown.
+The first text uses unique in its nontraditional sense: interesting or unusual. Dean's coffee table is an interesting style, but it was made in a factory and is probably not actually one of a kind.
+Dean bought his unique coffee table from a factory outlet store in Georgetown.
+Most style guides recommend to use the traditional sense of the word unique because it is considered more standard."
+"Question: Which word would you find on a dictionary page with the following guide words?
+met - monk | Choices: [mass, mistake] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since mistake is between the guide words met - monk, it would be found on that page."
+"Question: Which figure of speech is used in this text?
+""This box weighs a ton!"" Juan panted. ""Suzie, do you mind helping me carry it up the stairs?"" | Choices: [paradox, hyperbole] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+A ton is an exaggeration, since it would be impossible for one or two people to carry a box that weighed a ton, which is 2000 pounds."
+"Question: In which kind of place are buses, trains, and subways more common? | Choices: [an urban area, a suburban area] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: geography | Skill: Compare urban, suburban, and rural areas | Lecture: People around the world live in three main kinds of places: urban areas, suburban areas, and rural areas.
+An urban area is a city. It has many people and businesses. The buildings are close to each other. The buildings are often tall and have many floors. Since there are so many people, traffic is usually bad. People will walk or take the bus, train, or subway to avoid traffic.
+A suburban area, or suburb, is near a city. It is quieter and less crowded than an urban area. People usually live in houses with yards. Most people drive to get places.
+A rural area is less crowded than both urban and suburban areas. Houses are much more spread out. People usually have to drive to get places. People in rural areas often live on farms or ranches.
+Some places, like small towns, don't really fit into any of the types. A small town does not have as many people as an urban area, but it has more people than a rural area. It is not near a city, so it is not called a suburb. | Solution: Buses, trains, and subways are more common in urban areas. Since there are so many people, traffic is usually bad. People will walk or take the bus, train, or subway to avoid traffic."
+"Question: Is a scooter a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a scooter is a good or a service, ask these questions:
+Is a scooter something you can touch? Yes.
+Is a scooter a job you might pay someone else to do? No.
+So, a scooter is a good."
+"Question: What is the source of the allusion in the sentence below?
+Lillian thinks Mr. Stevenson is a Luddite because he doesn't own a cell phone. | Choices: [British history, the Bible] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Luddite is British history.
+In the early nineteenth century, factories were replacing the jobs of craftsmen. Some of these craftsmen banded together to destroy the new machinery; those who did so were called Luddites.
+The allusion Luddite means a person opposed to new technology."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Kevin showed them the error on his receipt, and he received a refund., Kevin showed the customer service representatives the error on his receipt, and he received a refund.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun them is used without its antecedent.
+The first answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the customer service representatives.
+Kevin showed the customer service representatives the error on his receipt, and he received a refund."
+"Question: What kind of sentence is this?
+Give Raymond a tour of the building and then take him to Mr. Hatfield's office. | Choices: [exclamatory, imperative, interrogative] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence tells someone to do something, so it is an imperative sentence. Here, it ends with a period."
+"Question: Which text uses the word peruse in its traditional sense? | Choices: [Before returning to the stockroom, Hakim briefly perused the nails in the hardware aisle to see if anything needed to be restocked., Hakim perused the nails in the hardware aisle for almost an hour, trying to figure out which type would be best for his project.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses peruse in its traditional sense: to examine in detail.
+Hakim perused the nails in the hardware aisle for almost an hour, trying to figure out which type would be best for his project.
+The second text uses peruse in its nontraditional sense: to look through in a casual manner.
+Before returning to the stockroom, Hakim briefly perused the nails in the hardware aisle to see if anything needed to be restocked.
+Most style guides recommend to use the traditional sense of the word peruse because it is considered more standard."
+"Question: What do these two changes have in common?
+an iceberg melting slowly
+dry ice sublimating and becoming a gas | Choices: [Both are caused by cooling., Both are caused by heating., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+An iceberg melting is a change of state. So, it is a physical change. An iceberg is made of frozen water. As it melts, the water changes from a solid to a liquid. But a different type of matter is not formed.
+Dry ice is solid carbon dioxide. When dry ice gets warm, it changes state and becomes carbon dioxide gas. This change of state, from solid to gas, is called sublimation.
+Dry ice becoming a gas is a physical change. A change of state does not form a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Is there a surplus or a shortage of hats? | Choices: [shortage, surplus] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Identify shortage and surplus | Lecture: There is a surplus if there is too much for sale at a given price.
+There is a shortage if there is not enough for sale at a given price.
+Surpluses and shortages usually happen when people who are selling goods or services charge too much or too little.
+When the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.
+When the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage. | Solution: At the current price, there are too many hats for sale. There are 20 hats for sale, but only 15 people want to buy one.
+So, there is a surplus of hats. The store will not get any money for the leftover hats. | Hint: A store has 20 new hats for sale. The hats cost $35 each. At that price, 15 people want to buy one."
+"Question: Which text uses the word literally in its traditional sense? | Choices: [Eve adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally hundreds of years old., Eve adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally a million years old.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses literally in its traditional sense: in a factual, non-exaggerated way.
+Eve adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally hundreds of years old.
+The second text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). The bridge is old, but it is not actually a million years old.
+Eve adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally a million years old.
+Most style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect."
+"Question: Which is a compound sentence? | Choices: [I pretend to be a knight, and Brenna pretends to be an astronaut., Tomorrow the actors will practice their lines onstage.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction and.
+I pretend to be a knight, and Brenna pretends to be an astronaut."
+"Question: Would you find the word field on a dictionary page with the following guide words?
+fasten - friendly | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since field is between the guide words fasten - friendly, it would be found on that page."
+"Question: Select the animal. | Choices: [Fir trees have green leaves., Almond trees can grow many small flowers., Toucans eat mostly fruit., Apple trees can grow fruit.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A fir tree is a plant. It has green leaves.
+The leaves of fir trees are called needles.
+An almond tree is a plant. It can grow many small flowers.
+Almonds were first grown by people living near the Mediterranean Sea.
+A toucan is an animal. It eats mostly fruit.
+A toucan is a bird with a large beak. A toucan's beak can be half as long as its body!
+An apple tree is a plant. It can grow fruit.
+People have been growing apples for thousands of years. There are more than 7,500 types of apples!"
+"Question: What information supports the conclusion that Paul inherited this trait? | Choices: [Paul and his father both have dark hair., Paul's parents have pale skin. They passed down this trait to Paul.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Paul has pale skin."
+"Question: According to Newton's third law, what other force must be happening? | Choices: [The suitcase is pulling on Sean., The suitcase is pushing on Sean.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Predict forces using Newton's third law | Lecture: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
+For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Solution: Sean is pulling on the suitcase. So, Newton's third law tells you that the suitcase is pulling on Sean. | Hint: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
+Consider the following force:
+Sean is pulling on a full suitcase."
+"Question: What information supports the conclusion that Arianna inherited this trait? | Choices: [Arianna and her mother both have short hair., Arianna's parents were born with wavy hair. They passed down this trait to Arianna.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Arianna has wavy hair."
+"Question: Select the temperature shown by this thermometer. | Choices: [55°F, 75°F, 65°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Read a thermometer | Lecture: A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is °.
+Some thermometers measure temperature in degrees Fahrenheit (°F). Fahrenheit is one scale used to measure temperature.
+This is a tube thermometer. It has a tube filled with a red liquid.
+There is a Fahrenheit scale along the right side of the tube. The top of the red liquid lines up with the number 80 on the scale. So, the temperature shown by this thermometer is 80°F. | Solution: Find the top of the red liquid.
+Now look at the scale to the right. The top of the red liquid is halfway between 50 and 60. So, the temperature is 55°F."
+"Question: Which sentence states a fact? | Choices: [In most respects, stars are more interesting than planets., In terms of size and age, the Sun is an average star.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The first sentence states a fact.
+In terms of size and age, the Sun is an average star.
+It can be proved by looking up information about the Sun and other stars.
+The second sentence states an opinion.
+In most respects, stars are more interesting than planets.
+More interesting shows what a person believes, thinks, or feels. Another person might have a different opinion about which are more interesting."
+"Question: Which tense does the sentence use?
+The janitor will clean the floors in the evening. | Choices: [present tense, past tense, future tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, clean. The verb tells you about something that is going to happen."
+"Question: Complete the sentence.
+Sediment settling to the bottom of a muddy puddle is a (). | Choices: [physical change, chemical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Loose matter such as sand and dirt is called sediment. Sediment settling to the bottom of a muddy puddle is a physical change.
+The sediment sinks, and the water above becomes clearer. This separates the water from the sediment. But separating a mixture does not form a different type of matter."
+"Question: Using only these supplies, which question can Alvin investigate with an experiment? | Choices: [Does a small cloth towel or a large cloth towel dry faster when hung in the backyard?, Do cloth towels dry faster if they are hung in the laundry room or in the backyard?, When hung in the laundry room, do black cloth towels or white cloth towels dry more quickly?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: After Alvin cleans up a spill, he hangs a wet cloth towel in the laundry room. Two hours later, he notices that the towel has partially dried. He wonders what factors affect how cloth dries. So, he decides to design an experiment. He has the following supplies available:
+two identical white cloth towels
+water
+a clothesline in the laundry room
+a clothesline in the backyard"
+"Question: Would you find the word iodine on a dictionary page with the following guide words?
+intend - its | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since iodine is between the guide words intend - its, it would be found on that page."
+"Question: Which logical fallacy is used in the text?
+I'm never setting foot in any seafood restaurant again. We just had a ridiculously overpriced dinner at Troy's Seafood Hut, and I have no interest in repeating that experience. | Choices: [hasty generalization: a very broad claim based on very little evidence, bandwagon fallacy: the assumption that the popular choice is automatically correct] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that all seafood restaurants are overpriced. However, even though one seafood restaurant was overpriced, that doesn't necessarily mean that all seafood restaurants are overpriced. This illustrates a type of logical fallacy known as a hasty generalization."
+"Question: What is the source of the allusion in the sentence below?
+Despite Danielle's insistence that she would raise Cain if we ever got lost, we decided to try taking a shortcut. | Choices: [Greek mythology, the Bible] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion raise Cain is the Bible.
+In the Bible, Adam and Eve's son Cain murders his brother in a jealous rage.
+The allusion raise Cain means to resort to violence."
+"Question: Compare the motion of three geese. Which goose was moving at the highest speed? | Choices: [a goose that moved 700kilometers south in 10hours, a goose that moved 695kilometers east in 10hours, a goose that moved 850kilometers south in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. | Solution: Look at the distance each goose moved and the time it took to move that distance. The direction each goose moved does not affect its speed.
+Notice that each goose moved for 10 hours. The goose that moved 850 kilometers moved the farthest distance in that time. So, that goose must have moved at the highest speed."
+"Question: Last year, there were seven men's clothing stores on Main Street in Winchester. This year, there are only three. What probably happened to the overall supply of men's shirts in Winchester? | Choices: [The supply probably went down., The supply probably went up.] | Task: closed choice | Subject: social science | Grade: grade6 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down."
+"Question: Select the plant. | Choices: [Loons walk, fly, and swim., Walnut trees have many green leaves., Yellow jackets drink nectar and fruit., Lionfish swim underwater.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A yellow jacket is an animal. It drinks nectar and eats fruit.
+A yellow jacket is an insect. Yellow jackets have two wings.
+A walnut tree is a plant. It has many green leaves.
+People pick and eat walnuts from walnut trees. Walnuts are the tree's seeds!
+A loon is an animal. It walks, flies, and swims.
+A loon is a bird. Loons live near lakes and dive in the water to hunt for food.
+A lionfish is an animal. It swims underwater.
+Lionfish have poisonous venom on the tips of their fins. This poison helps protect lionfish from predators."
+"Question: Which is softer? | Choices: [silk kimono, metal flute] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Soft is a property. A soft material changes shape when you press on it.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the silk kimono is softer. If you press on silk fabric, it will change shape."
+"Question: Select the temperature shown by this thermometer. | Choices: [55°F, 30°F, 40°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Read a thermometer | Lecture: A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is °.
+Some thermometers measure temperature in degrees Fahrenheit (°F). Fahrenheit is one scale used to measure temperature.
+This is a tube thermometer. It has a tube filled with a red liquid.
+There is a Fahrenheit scale along the right side of the tube. The top of the red liquid lines up with the number 80 on the scale. So, the temperature shown by this thermometer is 80°F. | Solution: Find the top of the red liquid.
+Now look at the scale to the right. The top of the red liquid lines up with 40. So, the temperature is 40°F."
+"Question: Select the plant. | Choices: [Tigers eat animals., Pine trees have green leaves.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A tiger is an animal. It eats other animals.
+An adult male tiger can be over 11 feet long.
+A pine tree is a plant. It has green leaves.
+Pine tree seeds grow in cones. Trees that grow cones are called conifers."
+"Question: Select the elementary substance. | Choices: [graphite (C), hydrazine (N2H4), pyrite (FeS2)] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Identify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for graphite contains one symbol: C for carbon. So, graphite is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, graphite is an elementary substance. The chemical formula for hydrazine contains two symbols: N for nitrogen and H for hydrogen. So, hydrazine is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, hydrazine is a compound, not an elementary substance. The chemical formula for pyrite contains two symbols: Fe for iron and S for sulfur. So, pyrite is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, pyrite is a compound, not an elementary substance."
+"Question: Which closing is correct for a letter? | Choices: [Best wishes,
+Maria, best wishes,
+Maria] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: What do these two changes have in common?
+ice melting in a glass
+getting a haircut | Choices: [Both are caused by cooling., Both are caused by heating., Both are only physical changes., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Ice melting in a glass is a change of state. So, it is a physical change. The solid ice becomes liquid, but it is still made of water. A different type of matter is not made.
+Getting a haircut is a physical change. Your hair is shorter after a haircut. But it is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Ice melting is caused by heating. But getting a haircut is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which closing is correct for a letter? | Choices: [yours truly,
+Gabby, Yours truly,
+Gabby] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: What is the volume of a large soup pot? | Choices: [3 cups, 3 gallons, 3 fluid ounces] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a large soup pot is 3 gallons.
+3 fluid ounces and 3 cups are both too little. | Hint: Select the best estimate."
+"Question: Which type of sentence is this?
+Martina is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. | Choices: [simple, complex, compound-complex, compound] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.
+Martina is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years."
+"Question: Using only these supplies, which question can Dustin investigate with an experiment? | Choices: [Do toy cars with plastic wheels go faster down the cardboard ramp than toy cars with metal wheels?, Does a big toy car go down the wooden ramp faster than a small toy car?, Do toy cars go faster down the ramp made of wood or the ramp made of cardboard?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Dustin and his sister are building ramps to race their toy cars down. Dustin notices that the cars go down some of the ramps faster than others. He wonders what factors affect the cars' speed. So, he decides to design an experiment. He has the following supplies available:
+two identical toy cars
+a wooden ramp three feet long and two feet tall
+a cardboard ramp three feet long and two feet tall"
+"Question: What information supports the conclusion that Kristen acquired this trait? | Choices: [Some scars fade more quickly than others., Kristen's scar was caused by an accident. She cut her leg when she was climbing a tree.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Kristen has a scar on her left leg."
+"Question: Does this passage describe the weather or the climate?
+Topeka, Kansas, is located in an open prairie. So, it is windy all year long. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Topeka, Kansas, is located in an open prairie. So, it is windy all year long.
+This passage tells you about the usual wind pattern in Topeka. It does not describe what the weather is like on a particular day. So, this passage describes the climate. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Is a desk a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a desk is a good or a service, ask these questions:
+Is a desk something you can touch? Yes.
+Is a desk a job you might pay someone else to do? No.
+So, a desk is a good."
+"Question: Which type of sentence is this?
+Gavin always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor. | Choices: [complex, compound-complex, compound, simple] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+Gavin always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor."
+"Question: The First Amendment says that the government cannot make laws that take away a person's freedom of speech. What does it say about laws about religion? | Choices: [The government can choose an official religion if enough people vote for it., The government cannot make any laws that take away freedom of religion., The government can make laws about some religions, but not all of them., The government can make laws to support a religion but not to oppose a religion.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: civics | Skill: The Bill of Rights | Lecture: nan | Solution: The First Amendment says that the government cannot make any laws that take away freedom of religion. Freedom of speech means that Americans can say and write what they want. But there are some limits on freedom of speech. For example, a person cannot write lies about someone in a newspaper. But the government cannot stop speech just because someone disagrees with it. Freedom of religion means a person can choose his or her own religion. In the United States, the government cannot tell a person what to believe. The complete text of the First Amendment is below. Does it mention any other rights? Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances."
+"Question: What is the mass of an apple? | Choices: [105 kilograms, 105 grams] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of an apple is 105 grams.
+105 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: Which figure of speech is used in this text?
+Bridget gazed at the ancient pug that seemed to sleep all day and noted, ""You're an energetic puppy!"" | Choices: [pun, verbal irony] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+An energetic puppy shows verbal irony because an old, exhausted dog is far from an energetic puppy."
+"Question: Which word would you find on a dictionary page with the following guide words?
+ready - romantic | Choices: [right, ravine] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since right is between the guide words ready - romantic, it would be found on that page."
+"Question: Which figure of speech is used in this text?
+Thou wast not born for death, immortal Bird!
+—John Keats, ""Ode to a Nightingale"" | Choices: [apostrophe, antithesis] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses apostrophe, a direct address to an absent person or a nonhuman entity.
+Immortal Bird is a direct address to the bird, a nonhuman entity."
+"Question: What is the source of the allusion in the sentence below?
+Logan described the situation he was facing with his boss as a catch-22. | Choices: [literature, a poem] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion catch-22 is literature.
+Joseph Heller coined the term ""catch-22"" in his 1961 novel of the same name. In the novel, if an army pilot wants to avoid dangerous missions, he must be deemed mentally unfit; however, his desire to stay safe proves his sanity, so he can never be excused from a mission. Heller called this sort of predicament or dilemma a catch-22.
+The allusion catch-22 means a no-win situation."
+"Question: Which job does the digestive system do? | Choices: [breaks down food into small particles, helps make food] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Body systems: digestion | Lecture: All organisms need food. Food gives organisms the energy they need to survive.
+Animals get their food by eating other organisms. An animal's digestive system breaks down food into small particles of fat, protein, sugar, and other nutrients. The blood carries these small particles to cells throughout the animal's body.
+Inside cells, nutrient particles can be broken down to release energy. Cells need energy to do their jobs. A cell's job might include sending signals to other cells, rearranging chemicals to make new substances, or moving substances from place to place.
+Cells also use nutrient particles as building materials. Cells use building materials to help the animal grow and to replace worn-out parts. | Solution: The digestive system breaks down food into small particles of nutrients. Cells can get energy and building materials from these small particles.
+The digestive system does not help make food. Animals cannot make food inside their bodies. They must eat other organisms."
+"Question: Which letter opening is more formal? | Choices: [Dear Mr. Tran,, Dear Dan,] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first letter opening is more formal. It uses the recipient's personal title and last name. The other opening uses the recipient's first name, suggesting a more familiar relationship."
+"Question: What is Abraham Lincoln famous for? | Choices: [He helped write the Declaration of Independence., He gave women the right to vote., He helped to end slavery.] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: us-history | Skill: Abraham Lincoln | Lecture: nan | Solution: Abraham Lincoln was the 16 th president of the United States. He is famous for helping to end slavery. He is also famous for leading the country through the Civil War."
+"Question: Select the phase of the Moon shown in the model. | Choices: [full, third quarter] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: earth-science | Skill: Identify phases of the Moon | Lecture: Although the Moon appears to shine, it does not give off light. Instead, we can see the Moon because it is lit up by the Sun. The part of the Moon that is both lit up by the Sun and facing Earth is called the Moon's phase.
+The Moon orbits, or goes around, Earth. As it does, the Moon's phase changes. The model below shows the Moon's phase at eight positions in its orbit. The smaller moons closer to Earth show where sunlight hits the Moon. The larger moons farther from Earth show how the Moon will look during that phase.
+To use the model, first pick one of the eight positions. Then, imagine standing on Earth and looking up at the Moon. Use the dotted white lines in the model to guide you. The picture of the Moon shows its phase for that position. If you are in the Southern Hemisphere, the Moon will appear flipped, left to right. | Solution: nan | Hint: The model below shows the Moon at one position in its orbit around Earth. The white half of the Moon shows the part that is lit up by the Sun."
+"Question: Which word would you find on a dictionary page with the following guide words?
+penny - public | Choices: [problem, patrol] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since problem is between the guide words penny - public, it would be found on that page."
+"Question: Which is a complex sentence? | Choices: [Madison Chock and Gracie Gold were two American figure skaters in the Sochi 2014 Olympics., If you are sleepy, you should go to bed early tonight.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction if.
+If you are sleepy, you should go to bed early tonight."
+"Question: Select the bird. | Choices: [manta ray, emerald hummingbird, grass frog, green iguana] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Birds have feathers, two wings, and a beak. | Solution: A green iguana is a reptile. It has scaly, waterproof skin.
+Iguanas are a type of lizard. Iguanas eat plants and fruit.
+An emerald hummingbird is a bird. It has feathers, two wings, and a beak.
+Hummingbirds can fly backwards and upside-down!
+A manta ray is a fish. It lives underwater. It has fins, not limbs.
+Rays have a different shape than many other fish. Rays are large and flat. They have wide, triangle-shaped fins that help them swim long distances.
+A grass frog is an amphibian. It has moist skin and begins its life in water.
+Frogs live near water or in damp places. Most frogs lay their eggs in water."
+"Question: Does this passage describe the weather or the climate?
+On May 5, 1964, in central Nebraska, there was a tornado with wind speeds over 200 miles per hour! | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+On May 5, 1964, in central Nebraska, there was a tornado with wind speeds over 200 miles per hour!
+This passage tells you about the wind speed in central Nebraska on May 5, 1964. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Select the animal. | Choices: [Lionfish swim underwater., Fig trees have many leaves.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A lionfish is an animal. It swims underwater.
+Lionfish have poisonous venom on the tips of their fins. This poison helps protect lionfish from predators.
+A fig tree is a plant. It has many leaves.
+Fig trees grow in dry, sunny places."
+"Question: Which sentence uses a simile? | Choices: [The ripe tomatoes were small red balloons., The ripe tomatoes were like small red balloons.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: This sentence uses a simile:
+The ripe tomatoes were like small red balloons.
+The words tomatoes and balloons are compared using the word like.
+This sentence uses a metaphor:
+The ripe tomatoes were small red balloons.
+The words tomatoes and balloons are compared without the word like or as."
+"Question: Which object has more thermal energy? | Choices: [a 2-kilogram brick at a temperature of 140°F, a 2-kilogram brick at a temperature of 70°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two bricks have the same mass but different temperatures. Since the 140°F brick is hotter than the 70°F brick, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Using only these supplies, which question can Jaylen investigate with an experiment? | Choices: [Does white or whole wheat sandwich bread grow visible mold in fewer days?, Does white sandwich bread grow visible mold in fewer days if the bread is stored inside or outside the refrigerator?, Does white sandwich bread grow visible mold in fewer days if the bread is stored in a paper bag or in a plastic bag?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Jaylen starts to make a sandwich, but he sees mold on the bread! He wonders what factors affect how mold grows on bread. So, he decides to design an experiment. He has the following supplies available:
+two loaves of white sandwich bread
+a small plastic bag
+a large plastic bag
+a refrigerator"
+"Question: Last year, there were seven men's clothing stores on Main Street in Fairfax. This year, there are only three. What probably happened to the overall supply of men's shirts in Fairfax? | Choices: [The supply probably went down., The supply probably went up.] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down."
+"Question: Select the vertebrate. | Choices: [red-spotted purple butterfly, bess beetle, domestic cat, earthworm] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A bess beetle is an insect. Like other insects, a bess beetle is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A domestic cat is a mammal. Like other mammals, a domestic cat is a vertebrate. It has a backbone.
+An earthworm is a worm. Like other worms, an earthworm is an invertebrate. It does not have a backbone. It has a soft body.
+A red-spotted purple butterfly is an insect. Like other insects, a red-spotted purple butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Which tense does the sentence use?
+Mr. Bullock will deliver the envelope to Rick. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, deliver. The verb tells you about something that is going to happen."
+"Question: Which text uses the word can in its traditional sense? | Choices: [If Jackie prefers a keyboard with the Dvorak layout, she can use mine. In my opinion, it's faster than typing on a keyboard with a QWERTY layout., Jackie can type using a keyboard with a QWERTY layout, but she prefers the Dvorak layout. The two keyboards have different arrangements of letters and symbols.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses can in its traditional sense: to have the ability to.
+Jackie can type using a keyboard with a QWERTY layout, but she prefers the Dvorak layout. The two keyboards have different arrangements of letters and symbols.
+The second text uses can in its nontraditional sense: to have permission to.
+If Jackie prefers a keyboard with the Dvorak layout, she can use mine. In my opinion, it's faster than typing on a keyboard with a QWERTY layout.
+Most style guides recommend to use the traditional sense of the word can because it is considered more standard."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Bruce went on to calculus after studying trigonometry, but he never fully comprehended it., Bruce went on to calculus after studying trigonometry, but he never fully comprehended calculus.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun it could refer to calculus or trigonometry.
+The first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with calculus.
+Bruce went on to calculus after studying trigonometry, but he never fully comprehended calculus."
+"Question: Which correctly shows the title of a movie? | Choices: [To Kill a Mockingbird, To kill a mockingbird] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word a is not important, so it should not be capitalized.
+The correct title is To Kill a Mockingbird."
+"Question: What does the metaphor in this text suggest?
+When Darnell lost his job, he was devastated. The only light in the sea of darkness was the prospect of pursuing a new career. | Choices: [Darnell felt in the dark about what to do after losing his job., There was a benefit to Darnell's job loss.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town. | Solution: The text uses a metaphor, comparing two things that are not actually alike without using like or as.
+The metaphor the only light in the sea of darkness was the prospect of pursuing a new career suggests that there was a benefit to Darnell's job loss. A light would be beneficial in helping someone escape a dark, difficult-to-navigate situation. Similarly, Darnell's new career was beneficial in helping him escape the emotionally difficult experience of losing his job."
+"Question: Which word does not rhyme? | Choices: [robe, globe, plant] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the ip sound.
+The words lake and make rhyme. They both end with the ake sound.
+The words tip and lake don't rhyme. They end with different sounds. | Solution: The words globe and robe rhyme. They both end with the obe sound.
+The word plant does not rhyme. It ends with a different sound."
+"Question: Which change best matches the sentence?
+Small pieces of rock are carried away by wind. | Choices: [landslide, erosion, drought] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: Classify changes to Earth's surface II | Lecture: nan | Solution: nan"
+"Question: Is a car a good or a service? | Choices: [a service, a good] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a car is a good or a service, ask these questions:
+Is a car something you can touch? Yes.
+Is a car a job you might pay someone else to do? No.
+So, a car is a good."
+"Question: Which tense does the sentence use?
+The sisters call their grandfather. | Choices: [present tense, past tense, future tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, call. The verb tells you about something that is true or happening now."
+"Question: Based on this information, what is Aphrodite's phenotype for the coat color trait? | Choices: [ll, a red coat] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Aphrodite's observable version of the coat color trait is a red coat. So, Aphrodite's phenotype for the coat color trait is a red coat. | Hint: In a group of cows, some individuals have a black coat and others have a red coat. In this group, the gene for the coat color trait has two alleles. The allele L is for a black coat, and the allele l is for a red coat.
+Aphrodite, a cow from this group, has a red coat. Aphrodite has two alleles for a red coat."
+"Question: Complete the sentence so that it uses personification.
+Fine rays of sunlight () through the tangle of leaves overhead. | Choices: [appeared, peered] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word peered. It describes the rays of sunlight as if they were people looking through the trees."
+"Question: Suppose Jeffrey decides to bake chocolate muffins. Which result would be a cost? | Choices: [Jeffrey will give up some muffins. He could have made more pumpkin muffins than chocolate muffins., Jeffrey will get to eat chocolate muffins. He thinks chocolate muffins are tastier than pumpkin muffins.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Jeffrey wants or needs:
+Jeffrey will give up some muffins. He could have made more pumpkin muffins than chocolate muffins. | Hint: Jeffrey is deciding whether to bake chocolate muffins or pumpkin muffins. He wants the muffins to be tasty. But he also wants to make a lot of muffins."
+"Question: Which figure of speech is used in this text?
+We must learn to live together as brothers or perish together as fools.
+—Martin Luther King, Jr., 1964 commencement address at Oberlin college | Choices: [antithesis, assonance] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses antithesis, the contrasting of opposing ideas within a parallel grammatical structure.
+King contrasts two parallel phrases, live together as brothers and perish together as fools."
+"Question: What does the verbal irony in this text suggest?
+While waiting for her search results, Ling exclaimed, ""My Internet connection is as speedy as a snail!"" | Choices: [The Internet connection was very slow., The Internet connection was very fast.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Interpret the figure of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As speedy as a snail suggests that the Internet connection was very slow. A snail is not speedy, and neither was Ling's Internet connection."
+"Question: Which is a compound sentence? | Choices: [The farmer needs to plow his fields, but his tractor is broken., You can make a quill pen with a goose feather.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.
+The farmer needs to plow his fields, but his tractor is broken."
+"Question: What information supports the conclusion that Reagan inherited this trait? | Choices: [Reagan's parents were born with wavy hair. They passed down this trait to Reagan., Reagan and her mother both have short hair.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Reagan has wavy hair."
+"Question: Select the living thing. | Choices: [stalactite, brick wall, pear tree, mug] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
+All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
+All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A pear tree is a living thing.
+Pear trees grow and respond to their environment. They need food and water. Pear trees are made up of many cells.
+Pear trees are plants. They make their own food using water, carbon dioxide, and energy from sunlight.
+A mug is not a living thing.
+Mugs do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
+A brick wall is not a living thing.
+Brick walls do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
+A stalactite is not a living thing.
+A stalactite does not have all the traits of a living thing. It contains minerals that formed slowly over many years. But it does not need food or water."
+"Question: What is the source of the allusion in the sentence below?
+When I learned the details of Rosa's Faustian bargain, I was in disbelief. | Choices: [literature, Roman mythology] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Faustian bargain is literature.
+In a play by Christopher Marlowe based on the legend of Faust, a man strikes a deal with the devil. Disregarding the long-term consequences of his actions, he sells his soul in exchange for power.
+The allusion Faustian bargain means a compromise of one's values for personal gain."
+"Question: The donkeys move the carts at the same speed. Which cart is pulled with a larger force? | Choices: [a cart holding 46 pounds, a cart holding 53 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the cart that is heavier.
+A cart holding 53 pounds is heavier than a cart holding 46 pounds. So, the cart holding 53 pounds needs a larger force to start moving at the same speed as the other cart. | Hint: Two donkeys pull carts from the farmhouse to the yard. The carts are the same. Each cart is holding different tools."
+"Question: What kind of sentence is this?
+The panoramic vistas along the South Rim of the Grand Canyon are simply breathtaking. | Choices: [exclamatory, declarative, interrogative] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement and always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An interrogative sentence asks a question and always ends with a question mark.
+Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
+An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence is a statement and ends with a period. It is a declarative sentence."
+"Question: Which closing is correct for a letter? | Choices: [thanks,
+Bella, Thanks,
+Bella] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Using only these supplies, which question can Greg investigate with an experiment? | Choices: [Do rubber balloons stick to a wooden door or a metal door longer after being rubbed on his hair?, Do rubber balloons or foil balloons stick to the wooden door longer after being rubbed on his hair?, Do rubber balloons stick to a cotton blanket or a wooden door longer after being rubbed on his hair?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Greg went to a magic show. The magician rubbed a balloon on her hair and then held the balloon against a wall. When the magician released the balloon, Greg was amazed to see that it stuck to the wall! He wonders what factors affect how well balloons stick to different surfaces. So, he decides to design an experiment. He has the following supplies available:
+the hair on his own head
+a cotton blanket
+a wooden door
+five rubber balloons"
+"Question: Which would stretch the most? | Choices: [gold nugget, aluminum foil, gum] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Stretchy is a property. A stretchy material gets longer when you pull on it.
+Look at each picture, one at a time. Imagine pulling on the material shown in each picture.
+Of the choices, the gum would stretch the most. If you pull on soft chewing gum, it will get longer."
+"Question: Is the following trait inherited or acquired?
+Ben has naturally blond hair. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Humans do not choose their natural hair color. Instead, children get their natural hair color from their parents. So, Ben's hair color is an inherited trait. | Hint: Hint: Some people dye their hair. But this does not change their natural hair color."
+"Question: Is mowing grass a good or a service? | Choices: [a service, a good] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether mowing grass is a good or a service, ask these questions:
+Is mowing grass something you can touch? No.
+Is mowing grass a job you might pay someone else to do? Yes.
+So, mowing grass is a service."
+"Question: Suppose Nellie decides to take a trip to Tennessee. Which result would be a cost? | Choices: [Nellie will give up the chance to go to Maryland. She would have enjoyed a trip to Maryland more than Tennessee., Nellie will save some money. Plane tickets for Nellie to get to Tennessee are less expensive than tickets to Maryland.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Nellie wants or needs:
+Nellie will give up the chance to go to Maryland. She would have enjoyed a trip to Maryland more than Tennessee. | Hint: Nellie is deciding whether to take a trip to Maryland or Tennessee. She wants to enjoy her trip. But she is also trying to save money."
+"Question: Which figure of speech is used in this text?
+We held our breath as the basketball made an arc toward the basket and then sunk into the net with a satisfying whoosh. | Choices: [allusion, onomatopoeia] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses onomatopoeia, a word that expresses a sound.
+Whoosh represents the sound of the basketball going through the net."
+"Question: Which figure of speech is used in this text?
+It's an open secret that Kamal is writing a book based on his experiences living in Singapore. He never talks about it, but almost all his friends know. | Choices: [euphemism, oxymoron] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Open secret is a contradiction, because open describes something that is freely or publicly known, and a secret is hidden."
+"Question: Select the one substance that is not a mineral. | Choices: [Pyrite is a solid. It is formed in nature., Native copper is a pure substance. It is not made by living things., Molasses is a liquid. It is made by humans.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Pyrite is a mineral.
+Native copper is a mineral.
+Molasses is a liquid. But all minerals are solids.
+Molasses is made by humans. But minerals are not made by living things.
+So, molasses is not a mineral."
+"Question: Which organ protects the body's other organs? | Choices: [heart, skeleton, brain] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Human organs and their functions | Lecture: nan | Solution: nan"
+"Question: What does the idiom in this text suggest?
+""Speak of the devil!"" Candice declared when Johnny strolled into the room. | Choices: [Candice had just been speaking about Johnny., Candice thought Johnny was a troublemaker.] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom speak of the devil suggests that Candice had just been speaking about Johnny. People say this when the person they've just been speaking about coincidentally arrives, as if summoned."
+"Question: What is the source of the allusion in the sentence below?
+Isabelle entered the bustling, aromatic spice market in Istanbul and said to her travel companion, ""We're not in Kansas anymore."" | Choices: [a movie, a fable] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion We're not in Kansas anymore is a movie.
+In the 1939 film The Wizard of Oz, Dorothy, a young farm girl from Kansas, finds herself in Oz, an unusual place that looks nothing like her home. She says to her dog, ""Toto, I've a feeling we're not in Kansas anymore.""
+The allusion We're not in Kansas anymore means we're in an unfamiliar place."
+"Question: Which figure of speech is used in this text?
+Josiah's leaving his job? That's old news. He's been planning that for months. | Choices: [oxymoron, euphemism] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Old news is a contradiction, because news is recent information."
+"Question: Compare the motion of two humpback whales. Which humpback whale was moving at a higher speed? | Choices: [a humpback whale that moved 15miles in 5hours, a humpback whale that moved 25miles in 5hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each humpback whale moved and the time it took to move that distance.
+One humpback whale moved 25 miles in 5 hours.
+The other humpback whale moved 15 miles in 5 hours.
+Notice that each humpback whale spent the same amount of time moving. The humpback whale that moved 25 miles moved a farther distance in that time. So, that humpback whale must have moved at a higher speed."
+"Question: Compare the motion of two birds. Which bird was moving at a lower speed? | Choices: [a bird that moved 15kilometers in 10hours, a bird that moved 90kilometers in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each bird moved and the time it took to move that distance.
+One bird moved 15 kilometers in 10 hours.
+The other bird moved 90 kilometers in 10 hours.
+Notice that each bird spent the same amount of time moving. The bird that moved 15 kilometers moved a shorter distance in that time. So, that bird must have moved at a lower speed."
+"Question: Which sentence uses a metaphor? | Choices: [The wave was a towering wall rising from the sea., The wave rose from the sea like a towering wall.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: This sentence uses a metaphor:
+The wave was a towering wall rising from the sea.
+The words wave and wall are compared without the word like or as.
+This sentence uses a simile:
+The wave rose from the sea like a towering wall.
+The words wave and wall are compared using the word like."
+"Question: Which type of sentence is this?
+Toby took several incredible panoramic photographs of the sweeping view from the top of Table Mountain. | Choices: [simple, compound, complex, compound-complex] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is simple. It is a single independent clause.
+Toby took several incredible panoramic photographs of the sweeping view from the top of Table Mountain."
+"Question: Would you find the word grief on a dictionary page with the following guide words?
+generally - good | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since grief is not between the guide words generally - good, it would not be found on that page."
+"Question: Select the one substance that is not a mineral. | Choices: [A turtle shell is not a pure substance. It is made by a living thing., Celestine is a pure substance. It is a solid., Hematite is not made by living things. It is a solid.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+A turtle shell is made by a living thing. But minerals are not made by living things.
+A turtle shell is not a pure substance. But all minerals are pure substances.
+So, a turtle shell is not a mineral.
+Celestine is a mineral.
+Hematite is a mineral."
+"Question: What information supports the conclusion that Ellen acquired this trait? | Choices: [Ellen likes to visit sunflower fields., Last summer, Ellen's neighbor showed her how to grow sunflowers., Both Ellen and her father grow sunflowers.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Ellen knows how to grow sunflowers."
+"Question: Complete the sentence.
+A piece of pear turning brown is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: A piece of a pear turning brown is a chemical change. The substances in the pear react with oxygen in the air and turn into a different type of matter.
+If you scrape off the brown part of the pear, the inside will still be white. The inside hasn't touched the air. So the chemical change hasn't happened to that part of the pear."
+"Question: Which figure of speech is used in this text?
+Tamir's room is as tidy as an overgrown garden. | Choices: [verbal irony, onomatopoeia] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As tidy as an overgrown garden shows verbal irony because an overgrown garden is not tidy."
+"Question: What is the source of the allusion in the sentence below?
+His Machiavellian strategies landed him a promotion. | Choices: [a song, history] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Machiavellian is history.
+During the Renaissance, Niccolò Machiavelli wrote The Prince, an essay that claims that achieving and maintaining political power requires dishonesty and ruthlessness.
+The allusion Machiavellian means deceptive and cutthroat."
+"Question: What information supports the conclusion that Julie acquired this trait? | Choices: [Julie is most interested in human biology., Julie learned biology by reading, observing, and experimenting.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Julie knows a lot about biology."
+"Question: What information supports the conclusion that Perry acquired this trait? | Choices: [Perry's friend showed him how to ride a bicycle., Perry and his mother both ride bicycles., Perry rides his bicycle to school.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Perry can ride a bicycle."
+"Question: Which figure of speech is used in this text?
+Lonesome wolf, filling the dark night with your plaintive howl, will you be reunited with your pack before dawn? | Choices: [antithesis, apostrophe] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses apostrophe, a direct address to an absent person or a nonhuman entity.
+Lonesome wolf is a direct address to a wolf, a nonhuman entity."
+"Question: Select the solid. | Choices: [oxygen, caramel sauce, ballet shoes, coffee] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Identify solids, liquids, and gases | Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
+Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
+When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
+Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
+When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
+Many gases are invisible. Air is a gas. | Solution: Caramel sauce is a liquid. A liquid takes the shape of any container it is in. If you pour caramel sauce into a container, the caramel sauce will take the shape of that container. But the caramel sauce will still take up the same amount of space.
+A ballet shoe is a solid. A solid has a size and shape of its own. When a dancer wears a ballet shoe, it may bend a little. But the ballet shoe still has a size and shape of its own.
+Coffee is a liquid. A liquid takes the shape of any container it is in. If you pour coffee into a different container, the coffee will take the shape of that container. But the coffee will still take up the same amount of space.
+Oxygen is a gas. A gas expands to fill a space. Oxygen can be stored in metal tanks. If oxygen leaks out of the tank, the oxygen will expand into the space around the tank."
+"Question: What information supports the conclusion that Cooper inherited this trait? | Choices: [Cooper's mother has blue eyes. She passed this trait down to Cooper., Cooper likes to wear a blue sweater to match his blue eyes.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Cooper has blue eyes."
+"Question: Which sentence states a fact? | Choices: [During the summer months, volleyball is more fun to play than basketball., A physical fitness teacher came up with the idea for volleyball.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The second sentence states a fact.
+A physical fitness teacher came up with the idea for volleyball.
+It can be proved by reading a book about volleyball.
+The first sentence states an opinion.
+During the summer months, volleyball is more fun to play than basketball.
+More fun shows what a person believes, thinks, or feels. Another person might have a different opinion about which game is more fun."
+"Question: What do these two changes have in common?
+compost rotting
+cooking an egg | Choices: [Both are caused by cooling., Both are chemical changes., Both are only physical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Compost forms from the remains of plants and animals, such as vegetable scraps and egg shells. Compost rotting is a chemical change. As the compost rots, it breaks down and turns into a different type of matter.
+Cooking an egg is a chemical change. The heat causes the matter in the egg to change. Cooked eggs and raw eggs are made of different types of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Cooking is caused by heating. But compost rotting is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What do these two changes have in common?
+saliva breaking down a piece of bread
+a banana getting ripe on the counter | Choices: [Both are chemical changes., Both are caused by heating., Both are caused by cooling., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Saliva breaking down a piece of bread is a chemical change. Bread is made up mostly of a chemical called starch. Saliva breaks the bonds between atoms in the starch molecules.
+The atoms then link together to form smaller, simpler molecules of sugar. The sugar is a different type of matter than the starch.
+A banana getting ripe on the counter is a chemical change. As a banana ripens, the type of matter in it changes. The peel changes color and the inside becomes softer and sweeter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Complete the statement. Assume that the sled's mass did not change.
+The gravitational potential energy stored between the sled and Earth () as Emilia rode down the hill. | Choices: [decreased, increased, stayed the same] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the sled and the center of Earth changed.
+The bottom of the hill was lower than the point where Emilia started sledding. As Emilia rode toward the bottom of the hill, the distance between the sled and the center of Earth decreased. So, the gravitational potential energy stored between the sled and Earth decreased as Emilia rode down the hill. | Hint: Read the text about an object in motion.
+On a snowy day, Emilia rode her sled down a big hill."
+"Question: Complete the sentence so that it uses personification.
+As much as we might like to freeze time, it (). | Choices: [cannot be stopped, marches on] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the phrase marches on. It describes time as if it were a person who keeps walking forward."
+"Question: Which logical fallacy is used in the text?
+Kaylee's shoes are superior, because they're made from one hundred percent snakeskin, not synthetic materials. | Choices: [red herring: the use of a completely unrelated topic or idea, appeal to nature: the assumption that natural things are always good] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Kaylee's shoes are the best, because they're made with snakeskin rather than synthetic materials. However, even though the shoes are made from snakes, that doesn't necessarily mean that they are better. This illustrates a type of logical fallacy known as an appeal to nature."
+"Question: How long is a garden snail? | Choices: [30 meters, 30 kilometers, 30 millimeters] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a garden snail is 30 millimeters.
+30 meters and 30 kilometers are both too long. | Hint: Select the best estimate."
+"Question: Would you find the word reason on a dictionary page with the following guide words?
+ravenous - right | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since reason is between the guide words ravenous - right, it would be found on that page."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Brad felt better about collaborating on the research project after Eric talked with him about it., After Eric talked with Brad about the research project, he felt better about collaborating on it.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun he could refer to Eric or Brad.
+After Eric talked with Brad about the research project, he felt better about collaborating on it.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Brad felt better about collaborating on the research project after Eric talked with him about it."
+"Question: Based on this information, what is this Nile tilapia fish's phenotype for the body color trait? | Choices: [a greenish-brown body, BB] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. The Nile tilapia fish's observable version of the body color trait is a greenish-brown body. So, the fish's phenotype for the body color trait is a greenish-brown body. | Hint: In a group of Nile tilapia fish, some individuals have a greenish-brown body and others have a pink body. In this group, the gene for the body color trait has two alleles. The allele B is for a greenish-brown body, and the allele b is for a pink body.
+A certain Nile tilapia fish from this group has a greenish-brown body. This fish has two alleles for a greenish-brown body."
+"Question: Which change best matches the sentence?
+The area around a lake gets covered by water after heavy rain. | Choices: [volcanic eruption, wildfire, flood] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: Classify changes to Earth's surface I | Lecture: nan | Solution: nan"
+"Question: Which logical fallacy is used in the text?
+Right after Raymond moved into the apartment, our washing machine broke. He'd better tell us how he broke it. | Choices: [false causation: the assumption that because two things happened together, one caused the other, appeal to nature: the assumption that natural things are always good] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Raymond is responsible for the broken washing machine. However, the fact that the machine stopped working soon after Raymond moved in doesn't necessarily mean that he caused the machine to break. This illustrates a type of logical fallacy known as false causation."
+"Question: Which sentence states a fact? | Choices: [A honeybee can make one-twelfth of a teaspoon of honey in its lifetime., Bees are especially useful insects because they can make honey.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The first sentence states a fact.
+A honeybee can make one-twelfth of a teaspoon of honey in its lifetime.
+It can be proved by looking up information about honeybees.
+The second sentence states an opinion.
+Bees are especially useful insects because they can make honey.
+Especially useful shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes bees especially useful."
+"Question: What does the verbal irony in this text suggest?
+""It was my good luck to have to study for a test while all my friends went to the water park,"" Leroy remarked. | Choices: [Leroy was upset about staying home., Leroy wanted time to catch up on his responsibilities.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Good luck ironically suggests that Leroy was upset about staying home. Leroy was actually unlucky because he couldn't join his friends at the water park."
+"Question: Which word would you find on a dictionary page with the following guide words?
+mansion - modern | Choices: [message, muscle] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since message is between the guide words mansion - modern, it would be found on that page."
+"Question: Complete the statement. Assume that the motorcycle's mass did not change.
+The gravitational potential energy stored between the motorcycle and Earth () as Rodrigo rode up the hill. | Choices: [decreased, increased, stayed the same] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the motorcycle and the center of Earth changed.
+The top of the hill is higher than the bottom of the hill. As Rodrigo rode toward the top of the hill, the distance between the motorcycle and the center of Earth increased. So, the gravitational potential energy stored between the motorcycle and Earth increased as Rodrigo rode up the hill. | Hint: Read the text about an object in motion.
+Rodrigo rode his motorcycle from the bottom of a hill to the top of the hill."
+"Question: Select the one animal that has all of the cartilaginous fish traits listed above. | Choices: [Amazon milk frogs have moist skin and live in South American rain forests. They hatch from eggs with no shells and begin their lives in water. As adults, Amazon milk frogs live in trees and eat insects., Manta rays have wide, triangle-shaped fins that help them swim long distances. They have a skeleton made of cartilage, not bone. Manta ray eggs do not have shells for protection. Instead, the eggs grow and hatch inside the mother manta ray.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify animals | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Cartilaginous fish have the following traits:
+They have fins, not limbs.
+They live underwater.
+They have a skeleton made of cartilage.
+They make eggs with no shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+An Amazon milk frog has the following traits:
+It spends part of its life in water and part on land.
+It has moist skin.
+It makes eggs with no shells.
+An Amazon milk frog does not have all of the traits of a cartilaginous fish. An Amazon milk frog is an amphibian.
+A manta ray has the following traits:
+It has fins, not limbs.
+It lives underwater.
+It has a skeleton made of cartilage.
+It makes eggs with no shells.
+A manta ray has the traits of a cartilaginous fish. A manta ray is a cartilaginous fish. | Hint: Cartilaginous fish are a group of animals with similar traits. The following traits can be used to identify cartilaginous fish:
+They have fins, not limbs.
+They live underwater.
+They have a skeleton made of cartilage.
+They make eggs with no shells. Observe the animals and read the descriptions."
+"Question: Is the following trait inherited or acquired?
+Estelle has naturally straight hair. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Some humans are born with naturally straight hair. Others are born with naturally curly hair. Straight and curly are examples of hair texture.
+Some people use tools to change how their hair looks. But this doesn't affect the natural texture of their hair. So, having naturally straight hair is an inherited trait."
+"Question: Which phrase has a more negative connotation? | Choices: [an odor, a stench] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: A stench has a more negative connotation. Stench and odor both denote a smell. However, stench always suggests an unpleasant smell."
+"Question: Which correctly shows the title of a book? | Choices: [The cat in the Hat, The Cat in the Hat] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The words in and the are not important, so they should not be capitalized.
+The correct title is The Cat in the Hat."
+"Question: Select the reptile. | Choices: [Amazon tree boa, red-eyed tree frog, poison dart frog, salmon] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Reptiles have scaly, waterproof skin. Most reptiles live on land. | Solution: A salmon is a fish. It lives underwater. It has fins, not limbs.
+Unlike most other fish, salmon can live in both fresh water and salt water.
+An Amazon tree boa is a reptile. It has scaly, waterproof skin.
+Tree boas eat small mammals, birds, lizards, and frogs. Tree boas only need to eat once every few months!
+A red-eyed tree frog is an amphibian. It has moist skin and begins its life in water.
+A red-eyed tree frog has sticky pads on its toes. The sticky pads help the red-eyed tree frog hold on to leaves.
+A poison dart frog is an amphibian. It has moist skin and begins its life in water.
+Poison dart frogs come in many bright colors. Their bright color warns other animals that these frogs are poisonous."
+"Question: Complete the sentence so that it uses personification.
+In the distance, the thunder () loudly. | Choices: [grumbled, echoed] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word grumbled. It describes the thunder as if it were a grumpy person."
+"Question: Based on this information, what is Muffin's phenotype for the ear type trait? | Choices: [dumbo ears, normal ears] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine Muffin's phenotype for the ear type trait. First, consider the alleles in Muffin's genotype for the ear type gene. Then, decide whether these alleles are dominant or recessive.
+The allele for normal ears (E) is dominant over the allele for dumbo ears (e). This means E is a dominant allele, and e is a recessive allele.
+Muffin's genotype of Ee has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Muffin's phenotype for the ear type trait must be normal ears. | Hint: This passage describes the ear type trait in rats:
+
+In a group of rats, some individuals have normal ears and others have dumbo ears. In this group, the gene for the ear type trait has two alleles. The allele for normal ears (E) is dominant over the allele for dumbo ears (e).
+Muffin is a rat from this group. Muffin has the heterozygous genotype Ee for the ear type gene."
+"Question: What is the source of the allusion in the sentence below?
+As we hiked through the snow-covered woods, we remembered the weather forecaster's predictions, which seemed in retrospect rather Panglossian. | Choices: [the Bible, literature] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Panglossian is literature.
+In Voltaire's 1759 novel Candide, Pangloss is a tutor whose worldview is relentlessly upbeat to the point of excessive optimism.
+The allusion Panglossian means unreasonably positive."
+"Question: Which is a complete sentence? | Choices: [The explorers nervously entered the dark cave., Jerry borrowed my book he enjoyed it.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: The explorers nervously entered the dark cave is a complete sentence. The subject is the explorers, and the verb is entered."
+"Question: Which tense does the sentence use?
+Ed will wash the dishes after dinner. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, wash. The verb tells you about something that is going to happen."
+"Question: Which figure of speech is used in this text?
+Toby is a real Benedict Arnold. After promising to work on my campaign for class president, he decided to support my opponent. | Choices: [allusion, personification] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+Benedict Arnold alludes to the American general during the Revolutionary War who betrayed his country and fought for the British."
+"Question: Is a glue stick a good or a service? | Choices: [a service, a good] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a glue stick is a good or a service, ask these questions:
+Is a glue stick something you can touch? Yes.
+Is a glue stick a job you might pay someone else to do? No.
+So, a glue stick is a good."
+"Question: Which type of sentence is this?
+An avid reader, Noah attends weekly book club meetings, and he finishes several novels every month. | Choices: [compound, simple, compound-complex, complex] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+An avid reader, Noah attends weekly book club meetings, and he finishes several novels every month."
+"Question: What does the idiom in this text suggest?
+In such an unfamiliar environment, Pedro was a fish out of water. | Choices: [Pedro didn't have any friends., Pedro felt out of place.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom a fish out of water suggests that Pedro felt out of place. A fish out of water is someone out of his or her usual, comfortable environment."
+"Question: Which text uses the word random in its traditional sense? | Choices: [Eve made a random trip to the grocery store, though her kitchen was already stocked with a hodgepodge of food., At the grocery store, Eve hastily grabbed fruits and vegetables at random, filling her shopping cart with a hodgepodge of food.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses random in its traditional sense: made or occurring without a definite pattern.
+At the grocery store, Eve hastily grabbed fruits and vegetables at random, filling her shopping cart with a hodgepodge of food.
+The second text uses random in its nontraditional sense: odd or out of place.
+Eve made a random trip to the grocery store, though her kitchen was already stocked with a hodgepodge of food.
+Most style guides recommend to avoid using the nontraditional sense of the word random because it is generally considered incorrect."
+"Question: Which change best matches the sentence?
+Sand is dropped by wind in a desert. | Choices: [meteorite crash, erosion, deposition] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: Classify changes to Earth's surface II | Lecture: nan | Solution: nan"
+"Question: Which is a complete sentence? | Choices: [The park is a beautiful place, everyone goes there., Jordan's family moved to a different state.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Jordan's family moved to a different state is a complete sentence. The subject is Jordan's family, and the verb is moved."
+"Question: Which greeting is correct for a letter? | Choices: [Dear grandma zoe,, Dear Grandma Zoe,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Grandma Zoe is capitalized because it is a proper noun."
+"Question: Which is smoother? | Choices: [butter, sandpaper] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Smooth is a property. A smooth material is not rough or bumpy.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the butter is smoother. If you touch a stick of butter, it will not feel rough or bumpy."
+"Question: Which is a complete sentence? | Choices: [Swims happily in the beautiful coral reef., Emmet's family moved to a different state.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Emmet's family moved to a different state is a complete sentence. The subject is Emmet's family, and the verb is moved."
+"Question: Which sentence states a fact? | Choices: [The number of people who commute more than an hour to work is outrageous., The majority of people who commute to work drive alone rather than carpool.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: Statements of fact make claims that are based on research, observation, or experimentation. Facts can be proved with evidence.
+Napoleon Bonaparte was shorter than King Louis XVI.
+This statement is a fact. The statement can be verified by researching and comparing the height of each man.
+Statements of opinion make claims that are based on personal judgments or perspectives. Opinions can be supported by evidence, but they cannot be definitively proved.
+Napoleon Bonaparte was a better leader than King Louis XVI.
+This statement is an opinion. People can have different ideas about what makes someone a ""better"" leader, so the statement cannot be proved. | Solution: The first sentence states a fact. It can be verified by looking up how many people drive alone and how many carpool to work.
+The majority of people who commute to work drive alone rather than carpool.
+The second sentence states an opinion. Outrageous indicates a personal judgment.
+The number of people who commute more than an hour to work is outrageous."
+"Question: Two baked potatoes have the same temperature but different masses. Which potato has less thermal energy? | Choices: [the baked potato with more mass, the baked potato with less mass] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two baked potatoes have the same temperature and are made of the same type of matter. So, the baked potato with less mass has less thermal energy. | Hint: The objects are made of the same type of matter."
+"Question: Which phrase has a more negative connotation? | Choices: [an excuse, a reason] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: An excuse has a more negative connotation. An excuse is usually not a very good reason."
+"Question: What is the source of the allusion in the sentence below?
+Despite Harper's insistence that she would raise Cain if we ever got lost, we decided to try taking a shortcut. | Choices: [Greek mythology, the Bible] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion raise Cain is the Bible.
+In the Bible, Adam and Eve's son Cain murders his brother in a jealous rage.
+The allusion raise Cain means to resort to violence."
+"Question: Suppose Alice decides to make chicken soup. Which result would be a cost? | Choices: [Alice will spend more time making the chicken soup than she would have spent making the lentil soup., The chicken soup will be tastier than the lentil soup would have been.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Alice wants or needs:
+Alice will spend more time making the chicken soup than she would have spent making the lentil soup. | Hint: Alice is deciding whether to make chicken soup or lentil soup for dinner. She wants dinner to be as tasty as possible. But she is also hungry and wants to eat soon."
+"Question: Based on this information, what is Beau's phenotype for the cheek color trait? | Choices: [bright orange cheeks, pale orange cheeks] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine Beau's phenotype for the cheek color trait. First, consider the alleles in Beau's genotype for the cheek color gene. Then, decide whether these alleles are dominant or recessive.
+The allele for bright orange cheeks (R) is dominant over the allele for pale orange cheeks (r). This means R is a dominant allele, and r is a recessive allele.
+Beau's genotype of Rr has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Beau's phenotype for the cheek color trait must be bright orange cheeks. | Hint: In a group of cockatiels, some individuals have bright orange cheeks and others have pale orange cheeks. In this group, the gene for the cheek color trait has two alleles. The allele for bright orange cheeks (R) is dominant over the allele for pale orange cheeks (r).
+Beau is a cockatiel from this group. Beau has the heterozygous genotype Rr for the cheek color gene."
+"Question: Which sentence states a fact? | Choices: [The typical length of a Burmese python is sixteen to twenty-three feet., Parents should not allow their children to keep Burmese pythons as pets.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: Statements of fact make claims that are based on research, observation, or experimentation. Facts can be proved with evidence.
+Napoleon Bonaparte was shorter than King Louis XVI.
+This statement is a fact. The statement can be verified by researching and comparing the height of each man.
+Statements of opinion make claims that are based on personal judgments or perspectives. Opinions can be supported by evidence, but they cannot be definitively proved.
+Napoleon Bonaparte was a better leader than King Louis XVI.
+This statement is an opinion. People can have different ideas about what makes someone a ""better"" leader, so the statement cannot be proved. | Solution: The first sentence states a fact. It can be verified by looking up the average length of a Burmese python.
+The typical length of a Burmese python is sixteen to twenty-three feet.
+The second sentence states an opinion. Should indicates a personal judgment.
+Parents should not allow their children to keep Burmese pythons as pets."
+"Question: Based on this information, what is Brutus's phenotype for the coat pattern trait? | Choices: [aa, a spotted coat] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Brutus's observable version of the coat pattern trait is a spotted coat. So, Brutus's phenotype for the coat pattern trait is a spotted coat. | Hint: In a group of jaguars, some individuals have a black coat and others have a spotted coat. In this group, the gene for the coat pattern trait has two alleles. The allele A is for a black coat, and the allele a is for a spotted coat.
+Brutus, a jaguar from this group, has a spotted coat. Brutus has two alleles for a spotted coat."
+"Question: Is this a run-on sentence?
+On average, office workers spend more than five hours sitting at their desks, researchers believe that extended periods of sitting can have a negative impact on overall health. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is a run-on sentence. It is a comma splice formed from two sentences run together, joined by just a comma.
+On average, office workers spend more than five hours sitting at their desks, researchers believe that extended periods of sitting can have a negative impact on overall health.
+Here is one way to fix the run-on sentence:
+On average, office workers spend more than five hours sitting at their desks. Researchers believe that extended periods of sitting can have a negative impact on overall health."
+"Question: Would you find the word pocket on a dictionary page with the following guide words?
+petticoat - plaster | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since pocket is not between the guide words petticoat - plaster, it would not be found on that page."
+"Question: Which figure of speech is used in this text?
+There has been an incident on Praxis.
+—Brigadier Kerla, after Praxis is destroyed in Star Trek VI: The Undiscovered Country | Choices: [hyperbole, understatement] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses understatement, which involves deliberately representing something as less serious or important than it really is.
+An incident on Praxis is an understatement, since Praxis has been destroyed."
+"Question: Suppose Audrey decides to go on the screaming swing. Which result would be a cost? | Choices: [Audrey will save some ride tickets. She needs fewer tickets to go on the screaming swing than on the log ride., Audrey will give up the chance to go on the log ride. She would have had more fun on that ride.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Audrey wants or needs:
+Audrey will give up the chance to go on the log ride. She would have had more fun on that ride. | Hint: Audrey is deciding which ride to go on at the fair. She can go on either the log ride or the screaming swing. She wants to have as much fun as possible at the fair."
+"Question: The shopper lifts each bag at the same speed. Which bag is lifted with a larger force? | Choices: [a bag holding 7 pounds of food, a bag holding 3 pounds of food] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the shopping bag that is heavier.
+A shopping bag holding 7 pounds of food is heavier than a shopping bag holding 3 pounds of food. So, the bag holding 7 pounds needs a larger force to start moving upward at the same speed as the other bag. | Hint: A shopper is buying food at the store. He fills two shopping bags. The shopping bags are the same size and shape."
+"Question: Which is a complete sentence? | Choices: [Mom kisses Kimberly's cheek Kimberly smiles at Mom., The class chuckles at Ms. Joseph's joke.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: The class chuckles at Ms. Joseph's joke is a complete sentence. The subject is the class, and the verb is chuckles."
+"Question: What information supports the conclusion that Bert inherited this trait? | Choices: [Bert likes to wear a blue sweater to match his blue eyes., Bert's mother has blue eyes. She passed this trait down to Bert.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Bert has blue eyes."
+"Question: Which type of sentence is this?
+We can watch the presidential debate, which will be broadcast at nine o'clock, or we can view the documentary about the greatest innovations of the twenty-first century. | Choices: [compound, simple, complex, compound-complex] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.
+We can watch the presidential debate, which will be broadcast at nine o'clock, or we can view the documentary about the greatest innovations of the twenty-first century."
+"Question: Is the following trait inherited or acquired?
+Pamela is good at knitting scarves. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to knit. Instead, many people learn how to knit. Knitting well takes practice. So, knitting well is an acquired trait."
+"Question: What is the volume of a bathroom sink? | Choices: [2 gallons, 2 cups, 2 fluid ounces] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a bathroom sink is 2 gallons.
+2 fluid ounces and 2 cups are both too little. | Hint: Select the best estimate."
+"Question: Compare the motion of three speedboats. Which speedboat was moving at the lowest speed? | Choices: [a speedboat that moved 295kilometers west in 5hours, a speedboat that moved 230kilometers south in 5hours, a speedboat that moved 205kilometers south in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each speedboat moved and the time it took to move that distance. The direction each speedboat moved does not affect its speed.
+Notice that each speedboat moved for 5 hours. The speedboat that moved 205 kilometers moved the shortest distance in that time. So, that speedboat must have moved at the lowest speed."
+"Question: What kind of sentence is this?
+Denise considers Paris the most romantic city in the world. | Choices: [exclamatory, declarative, interrogative] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement and always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An interrogative sentence asks a question and always ends with a question mark.
+Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
+An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence is a statement and ends with a period. It is a declarative sentence."
+"Question: How long is a long-distance running race? | Choices: [39 meters, 39 kilometers, 39 centimeters, 39 millimeters] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a long-distance running race is 39 kilometers.
+39 millimeters, 39 centimeters, and 39 meters are all too short. | Hint: Select the best estimate."
+"Question: Select the animal. | Choices: [Apple trees can grow fruit., Anteaters walk and run.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: An apple tree is a plant. It can grow fruit.
+People have been growing apples for thousands of years. There are more than 7,500 types of apples!
+An anteater is an animal. It walks and runs.
+Anteaters mostly eat ants. They also eat other insects."
+"Question: Is this a sentence fragment?
+Long ago, fossils were used as evidence to support mythical tales. In fact, fourth-century Chinese historian Chang Qu once mislabeled a giant dinosaur bone as that of a dragon. | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify sentence fragments | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A sentence fragment is a group of words that does not express a complete thought.
+Rehearsing daily because we have a concert in two weeks.
+This fragment is missing a subject. It doesn't tell who is rehearsing.
+The band I'm in.
+This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
+Because we have a concert in two weeks.
+This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | Solution: This is not a sentence fragment. It is a complete sentence because it expresses a complete thought.
+Long ago, fossils were used as evidence to support mythical tales. In fact, fourth-century Chinese historian Chang Qu once mislabeled a giant dinosaur bone as that of a dragon."
+"Question: Last year, there were seven men's clothing stores on Main Street in Oakland. This year, there are only three. What probably happened to the overall supply of men's shirts in Oakland? | Choices: [The supply probably went up., The supply probably went down.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her grammar and mechanics?
+Raise the minimum driving age from sixteen? I don't think so. Driving a vehicle is important for teens. A life-changing experience. Being able to drive teaches teens responsibility and decision-making skills. Many teens have jobs or sports practices after school. Need to drive themselves to these places. If the driving age were raised, there would be problems for teens. More difficult to get around. Fewer chances for responsibility. No to raising the driving age! | Choices: [by fixing sentence fragments, by fixing subject-verb agreement errors, by correcting misplaced modifiers] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her grammar and mechanics by fixing sentence fragments.
+For example, the writer could revise the underlined fragments to make them complete sentences.
+Raise the minimum driving age from sixteen? I don't think so. Driving a vehicle is important for teens. A life-changing experience. Being able to drive teaches teens responsibility and decision-making skills. Many teens have jobs or sports practices after school. Need to drive themselves to these places. If the driving age were raised, there would be problems for teens. More difficult to get around. Fewer chances for responsibility. No to raising the driving age!"
+"Question: Which text uses the word travesty in its traditional sense? | Choices: [Because the bank robbers were acquitted on a technicality, many people called the trial's outcome a travesty of justice., Although no one was injured in the bank robbery, the event was a travesty for the bank.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses travesty in its traditional sense: a ridiculous imitation; a parody.
+Because the bank robbers were acquitted on a technicality, many people called the trial's outcome a travesty of justice.
+The first text uses travesty in its nontraditional sense: a disappointment or a tragedy.
+Although no one was injured in the bank robbery, the event was a travesty for the bank.
+Most style guides recommend to use the traditional sense of the word travesty because it is considered more standard."
+"Question: Which greeting is correct for a letter? | Choices: [Dear aunt Katie,, Dear Aunt Katie,] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Aunt Katie is capitalized because it is a proper noun."
+"Question: Which sentence is more formal? | Choices: [The cruise will begin in Florida and will make stops in Puerto Rico, Dominica, and the Bahamas., The cruise will begin in Florida, and it'll make stops in Puerto Rico, Dominica, and the Bahamas.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The second sentence is less formal. You can tell because it uses a contraction (it'll).
+The first sentence does not use a contraction, so it is more formal."
+"Question: Based on this information, what is this plant's phenotype for the flower color trait? | Choices: [dark yellow flowers, light yellow flowers] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: The rose plant's genotype for the flower color gene is FF. The rose plant's genotype of FF has only F allelles. The F allele is for light yellow flowers. So, the rose plant's phenotype for the flower color trait must be light yellow flowers.
+To check this answer, consider whether the rose plant's alleles are dominant or recessive. The allele for light yellow flowers (F) is dominant over the allele for dark yellow flowers (f). This means F is a dominant allele, and f is a recessive allele.
+The rose plant's genotype of FF has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the rose plant's phenotype for the flower color trait must be light yellow flowers. | Hint: In a group of rose plants, some individuals have light yellow flowers and others have dark yellow flowers. In this group, the gene for the flower color trait has two alleles. The allele for light yellow flowers (F) is dominant over the allele for dark yellow flowers (f).
+A certain rose plant from this group has the homozygous genotype FF for the flower color gene."
+"Question: Using only these supplies, which question can Lara investigate with an experiment? | Choices: [Does a cell phone charge faster when plugged into a wall outlet or into a computer?, Does a cell phone charge more quickly when it is turned on or when it is turned off?, Does a tablet charge faster with a two-foot-long charging cable or a five-foot-long charging cable?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Lara notices that her cell phone charges more quickly sometimes and more slowly other times. She wonders what factors affect how quickly a phone charges. So, she decides to design an experiment. She has the following supplies available:
+one cell phone
+a two-foot-long charging cable
+a five-foot-long charging cable
+a stopwatch
+a wall outlet"
+"Question: Which of the following is an example of technologies? | Choices: [a loom to weave fabric, a hurricane that damages homes] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: world-history | Skill: Science and technology in early China | Lecture: nan | Solution: nan | Hint: People in early China invented many new types of technologies. Today, the word ""technology"" often refers to electronic objects such as computers and cell phones. But technology can be any device or object that helps people solve problems or complete tasks more easily."
+"Question: Which figure of speech is used in this text?
+Colleen swore she would never go back to Riverside, but I told her she should never say never. The city might be a very different place in ten years. | Choices: [paradox, oxymoron] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Never say never at first appears to be contradictory: by saying the phrase itself, you have already said never. However, it contains some truth: people often change their minds as they age and so should not rule anything out by saying never."
+"Question: Select the vertebrate. | Choices: [panda, golden orb-weaver, weaver ant, atlas moth] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: Like other spiders, a golden orb-weaver is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A weaver ant is an insect. Like other insects, a weaver ant is an invertebrate. It does not have a backbone. It has an exoskeleton.
+An atlas moth is an insect. Like other insects, an atlas moth is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A panda is a mammal. Like other mammals, a panda is a vertebrate. It has a backbone. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Select the plant. | Choices: [Bald eagles walk and fly., Honey bees walk and fly., Ginkgo trees have flat leaves., Manatees swim underwater.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A ginkgo tree is a plant. It has flat leaves.
+Ginkgo trees are from China. They can grow in cold places.
+A bald eagle is an animal. It walks and flies.
+Bald eagles live in trees near water. They eat mostly fish.
+A manatee is an animal. It swims underwater.
+Manatees eat plants that live underwater.
+A honey bee is an animal. It walks and flies.
+A honey bee is an insect. Honey bees live in large groups called colonies."
+"Question: Which object has less thermal energy? | Choices: [a 250-gram glass of orange juice at a temperature of 45°F, a 250-gram glass of orange juice at a temperature of 40°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: The two glasses of orange juice have the same mass but different temperatures. Since the 40°F glass of orange juice is colder than the 45°F glass of orange juice, it has less thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Complete the sentence.
+In this chemical reaction, zinc is a (). | Choices: [reactant, product] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Identify reactants and products | Lecture: A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.
+In a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.
+The original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.
+The substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.
+So, in a chemical reaction, reactants go through a chemical change to form products. | Solution: Read the underlined text carefully. Look for information about what happens to zinc in this chemical reaction.
+Many watches are powered by small, flat batteries called button cells. One common type of button cell contains the metal zinc. When zinc in the battery combines with oxygen in the air, zinc oxide forms. This process generates the electricity that powers the watch.
+The underlined text tells you that when zinc and oxygen combine, zinc oxide is formed. When zinc and oxygen react, or go through a chemical change, their atoms are rearranged to form zinc oxide. Because zinc reacts in this chemical reaction, zinc is a reactant. | Hint: This passage describes a chemical reaction. Read the passage. Then, follow the instructions below.
+Many watches are powered by small, flat batteries called button cells. One common type of button cell contains the metal zinc. When zinc in the battery combines with oxygen in the air, zinc oxide forms. This process generates the electricity that powers the watch."
+"Question: Select the one substance that is not a rock. | Choices: [Slate is not a pure substance. It is a solid., Syenite is formed in nature. It is not a pure substance., Wool is made by living things. It is formed in nature.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify rocks using properties | Lecture: Rocks are made of minerals. Here are some properties of rocks:
+They are solid.
+They are formed in nature.
+They are not made by living things.
+They are not pure substances. | Solution: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.
+Slate is a rock.
+Syenite is a rock.
+Wool is made by living things. But rocks are not made by living things.
+So, wool is not a rock."
+"Question: What information supports the conclusion that Lamar inherited this trait? | Choices: [Lamar's parents have pale skin. They passed down this trait to Lamar., Lamar and his father both have dark hair.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Lamar has pale skin."
+"Question: Which greeting is correct for a letter? | Choices: [Dear jada,, Dear Jada,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Jada is capitalized because it is a proper noun."
+"Question: Which word would you find on a dictionary page with the following guide words?
+salt - slow | Choices: [size, stride] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since size is between the guide words salt - slow, it would be found on that page."
+"Question: Which tense does the sentence use?
+The pilot will fly the plane to Lima. | Choices: [present tense, past tense, future tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, fly. The verb tells you about something that is going to happen."
+"Question: Does the sentence use a simile or a metaphor?
+Her eyes are as blue as the cloudless sky. | Choices: [simile, metaphor] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: Her eyes are as blue as the cloudless sky.
+The words eyes and sky are compared using the word as. So, the sentence uses a simile."
+"Question: Which logical fallacy is used in the text?
+I can't understand why people are complaining that it's difficult to find a job in this job market. My daughter and I got jobs without any trouble. | Choices: [hasty generalization: a very broad claim based on very little evidence, guilt by association: a negative association intended to discredit someone or something] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that it's not difficult to find a job in this job market. However, even though the speaker's family found jobs without trouble, that doesn't necessarily mean that everyone can. This illustrates a type of logical fallacy known as a hasty generalization."
+"Question: What does the idiom in this text suggest?
+In such an unfamiliar environment, Billy was a fish out of water. | Choices: [Billy didn't have any friends., Billy felt out of place.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Interpret the figure of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom a fish out of water suggests that Billy felt out of place. A fish out of water is someone out of his or her usual, comfortable environment."
+"Question: Which word would you find on a dictionary page with the following guide words?
+walk - whip | Choices: [week, wipe] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since week is between the guide words walk - whip, it would be found on that page."
+"Question: What does the hyperbole in this text suggest?
+After he finished the marathon, Gordon collapsed into a chair and declared that he could no longer move a single muscle. | Choices: [Gordon became paralyzed., Gordon was very tired and sore.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode! | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+The hyperbole could no longer move a single muscle suggests that Gordon was very tired and sore. His muscles were not literally incapable of moving."
+"Question: Which figure of speech is used in this text?
+A Chicago winter separates the men from the boys, especially newcomers from milder climes. The temperature frequently plunges below zero. | Choices: [verbal irony, idiom] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+Separates the men from the boys means distinguishes the tough from the not-so-tough."
+"Question: Which figure of speech is used in this text?
+We don't mistrust each other because we're armed; we're armed because we mistrust each other.
+—President Ronald Reagan, speaking of relations between the U.S. and the Soviet Union | Choices: [chiasmus, understatement] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses chiasmus, an expression in which the second half parallels the first but reverses the order of words.
+The second half of the sentence reverses the order of the words mistrust and armed relative to the first half."
+"Question: How long is a kitchen table? | Choices: [8 yards, 8 miles, 8 inches, 8 feet] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a kitchen table is 8 feet.
+8 inches is too short. 8 yards and 8 miles are too long. | Hint: Select the best estimate."
+"Question: How long is a basketball court? | Choices: [25 feet, 25 inches, 25 yards, 25 miles] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a basketball court is 25 yards.
+25 inches and 25 feet are too short. 25 miles is too long. | Hint: Select the best estimate."
+"Question: Which is a simple sentence? | Choices: [If we hike Bright Angel Trail in the Grand Canyon, we won't see Mooney Falls., Madison Chock and Gracie Gold were two American figure skaters in the Sochi 2014 Olympics.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the simple sentence. It is a single independent clause.
+Madison Chock and Gracie Gold were two American figure skaters in the Sochi 2014 Olympics."
+"Question: Complete the sentence.
+Mixing carbon and iron to make steel is a (). | Choices: [physical change, chemical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Mixing carbon and iron to make steel is a physical change. To make steel, a furnace melts the carbon and iron so that they can be mixed easily.
+Solid steel forms when the mixture cools. The carbon and iron are now combined as steel. But they are still made of the same types of matter as before."
+"Question: Does this passage describe the weather or the climate?
+It is snowing in Tanvi's town today. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+It is snowing in Tanvi's town today.
+This passage tells you about the precipitation today in Tanvi's town. It describes the atmosphere at a certain place and time. So, this passage describes the weather."
+"Question: Which closing is correct for a letter? | Choices: [sincerely,
+Devin, Sincerely,
+Devin] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: What is the volume of a coffee pot? | Choices: [3 milliliters, 3 liters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a coffee pot is 3 liters.
+3 milliliters is too little. | Hint: Select the better estimate."
+"Question: Which object has the most thermal energy? | Choices: [a 180-gram bottle of water at a temperature of 69°F, a 180-gram bottle of water at a temperature of 63°F, a 180-gram bottle of water at a temperature of 82°F] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three bottles of water have the same mass but different temperatures. Since the 82°F bottle of water is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: What is the source of the allusion in the sentence below?
+Jacob described the situation he was facing with his boss as a catch-22. | Choices: [literature, a song] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion catch-22 is literature.
+Joseph Heller coined the term ""catch-22"" in his 1961 novel of the same name. In the novel, if an army pilot wants to avoid dangerous missions, he must be deemed mentally unfit; however, his desire to stay safe proves his sanity, so he can never be excused from a mission. Heller called this sort of predicament or dilemma a catch-22.
+The allusion catch-22 means a no-win situation."
+"Question: What do these two changes have in common?
+an old sandwich rotting in a trashcan
+a piece of pear turning brown | Choices: [Both are only physical changes., Both are caused by cooling., Both are caused by heating., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A sandwich rotting is a chemical change. The matter in the sandwich breaks down and slowly turns into a different type of matter.
+A piece of a pear turning brown is a chemical change. The substances in the pear react with oxygen in the air and turn into a different type of matter.
+If you scrape off the brown part of the pear, the inside will still be white. The inside hasn't touched the air. So the chemical change hasn't happened to that part of the pear.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which closing is correct for a letter? | Choices: [sincerely,
+Brenna, Sincerely,
+Brenna] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which is harder? | Choices: [wood bat, rubber band] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Hard is a property. A hard material keeps its shape when you press on it with your finger.
+Look at each picture, one at a time. Imagine pushing on the material shown in each picture.
+Of the choices, the wood bat is harder. If you squeeze a piece of wood, it will not change shape."
+"Question: Which is a compound sentence? | Choices: [That wool scarf looks soft and warm., The coach makes us run laps, or he has us lift weights.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction or.
+The coach makes us run laps, or he has us lift weights."
+"Question: Is this a run-on sentence?
+During the Civil War, the Union blocked the port of New Orleans, preventing the shipment of coffee, devoted coffee drinkers began mixing chicory with their coffee to make it last longer. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is a run-on sentence. It is a comma splice formed from two sentences run together, joined by just a comma.
+During the Civil War, the Union blocked the port of New Orleans, preventing the shipment of coffee, devoted coffee drinkers began mixing chicory with their coffee to make it last longer.
+Here is one way to fix the run-on sentence:
+During the Civil War, the Union blocked the port of New Orleans, preventing the shipment of coffee. As a result, devoted coffee drinkers began mixing chicory with their coffee to make it last longer."
+"Question: Which tense does the sentence use?
+Uncle Brett will cook dinner for us. | Choices: [past tense, present tense, future tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, cook. The verb tells you about something that is going to happen."
+"Question: What is the mass of a dinner fork? | Choices: [75 kilograms, 75 grams] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a dinner fork is 75 grams.
+75 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: Using only these supplies, which question can Tori investigate with an experiment? | Choices: [When wrapped in a cotton shirt and placed in the sun, does a large jar or a small jar heat up more?, When placed in the sun, does a glass jar wrapped in cotton heat up more than a glass jar wrapped in wool?, When placed in the sun, does a glass jar wrapped in a black cotton shirt heat up more than a glass jar wrapped in a white cotton shirt?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Tori is outside with her friend on a sunny day. Tori is wearing a light-colored shirt, and she notices that she feels colder than her friend, who is wearing a dark shirt. She wonders what factors affect how fabric warms an object. So, she decides to design an experiment. She has the following supplies available:
+a black cotton shirt
+a white cotton shirt
+two identical empty glass jars
+two thermometers"
+"Question: Which is a sentence fragment? | Choices: [Danielle is from Fairfax now she lives in Middletown., That awful noise from the large factory.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: That awful noise from the large factory is a sentence fragment. It is missing a verb."
+"Question: Complete the sentence.
+Butter melting on a hot day is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+A change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. | Solution: Butter melting on a hot day is a change of state. So, it is a physical change. The butter changes from solid to liquid, but it is still made of the same type of matter."
+"Question: Is the following trait inherited or acquired?
+Carrie has five fingers on each hand. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Most humans are born with five fingers on each hand. So, having five fingers is an inherited trait. | Hint: Hint: Carrie was born with five fingers on each hand."
+"Question: Which place usually has fewer cars? | Choices: [a rural area, an urban area] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: geography | Skill: Compare urban, suburban, and rural areas | Lecture: People around the world live in three main kinds of places: urban areas, suburban areas, and rural areas.
+An urban area is a city. It has many people and businesses. The buildings are close to each other. The buildings are often tall and have many floors. Since there are so many people, traffic is usually bad. People will walk or take the bus, train, or subway to avoid traffic.
+A suburban area, or suburb, is near a city. It is quieter and less crowded than an urban area. People usually live in houses with yards. Most people drive to get places.
+A rural area is less crowded than both urban and suburban areas. Houses are much more spread out. People usually have to drive to get places. People in rural areas often live on farms or ranches.
+Some places, like small towns, don't really fit into any of the types. A small town does not have as many people as an urban area, but it has more people than a rural area. It is not near a city, so it is not called a suburb. | Solution: There aren't as many cars or people in rural areas."
+"Question: What does the allusion in this text suggest?
+Kurt seems to have the Midas touch. Without any special experience or training, he launched a thriving business and then established a well-respected charity. | Choices: [Kurt has a hands-on approach to his work., Kurt is successful at all that he does.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+The allusion the Midas touch suggests that Kurt is successful at all that he does. In Greek mythology, King Midas has the power to turn anything he touches into gold, easily creating value from nothing."
+"Question: Suppose Dana decides to make egg drop soup. Which result would be a cost? | Choices: [The egg drop soup will be tastier than the chicken soup would have been., Dana will spend more time making the egg drop soup than she would have spent making the chicken soup.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Dana wants or needs:
+Dana will spend more time making the egg drop soup than she would have spent making the chicken soup. | Hint: Dana is deciding whether to make egg drop soup or chicken soup for dinner. She wants dinner to be as tasty as possible. But she is also hungry and wants to eat soon."
+"Question: Complete the statement.
+Potassium bromide is (). | Choices: [an elementary substance, a compound] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
+A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
+Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
+The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one atomic symbol.
+The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
+For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple atomic symbols.
+The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | Solution: You can tell whether potassium bromide is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for potassium bromide, KBr, contains two atomic symbols: K for potassium and Br for bromine. So, the formula tells you that potassium bromide is composed of two chemical elements bonded together.
+Since potassium bromide is composed of multiple chemical elements bonded together, potassium bromide is a compound. | Hint: In some countries, potassium bromide can be used as medicine to treat seizures. The chemical formula for potassium bromide is KBr."
+"Question: Which is the smoothest? | Choices: [nylon swim shorts, rock wall, sandpaper] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Smooth is a property. A smooth material is not rough or bumpy.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the nylon swim shorts are the smoothest. If you touch nylon fabric, it will not feel rough."
+"Question: Choose the poem that uses alliteration. | Choices: [Snug in my easy chair,
+I stirred the fire to flame.
+Fantastically fair
+The flickering fancies came., When the cold dawn stood above the house-tops,
+Too late I remembered the cry
+In the night of a wild bird flying
+Through the rain-filled sky.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: reading-comprehension | Skill: Identify elements of poetry | Lecture: Poets often use the sounds of words to create interesting effects and to express moods and emotions. Understanding these elements of poetry can help you better interpret and appreciate poetic forms.
+Anaphora is the repetition of words or sequences of words at the beginning of multiple phrases, sentences, or lines.
+Out of the cradle endlessly rocking,
+Out of the mocking-bird's throat, the musical shuttle,
+Out of the Ninth-month midnight
+—From Walt Whitman, ""Out of the Cradle Endlessly Rocking""
+Onomatopoeia is when language sounds like what it talks about.
+Sometimes the onomatopoeia uses made-up words:
+Tlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.
+—From Alfred Noyes, ""The Highwayman""
+Sometimes the onomatopoeia uses real words:
+Hark! the honey bee is humming.
+—From Mary Howitt, ""The Voice of Spring""
+Alliteration is when beginning consonant sounds are repeated in words that are close together.
+Where the wild men watched and waited
+Wolves in the forest, and bears in the bush.
+—From Bayard Taylor, ""A Night with a Wolf""
+Assonance is the repetition of vowel sounds. Often, assonance can create rhymes or near-rhymes within lines.
+I wandered lonely as a Cloud
+That floats on high o'er Vales and Hills,
+When all at once I saw a crowd,
+A host of golden Daffodils.
+—From William Wordsworth, ""I Wandered Lonely as a Cloud""
+Meter is a poem's rhythm, or the pattern of strong and weak syllables. Strong syllables are stressed, while weak syllables are unstressed.
+A poem has an iambic meter when the beat sounds like da-DUM. A weak syllable is followed by a strong syllable. Occasionally, a line may begin with a strong syllable.
+He watches from his mountain walls,
+And like a thunderbolt he falls.
+—From Alfred, Lord Tennyson, ""The Eagle""
+A poem has a trochaic meter when the beat sounds like DUM-da. A strong syllable is followed by a weak syllable. Occasionally, a line may end in a strong syllable.
+Back into the chamber turning, all my soul within me burning,
+Soon again I heard a tapping somewhat louder than before.
+—From Edgar Allen Poe, ""The Raven""
+Free verse is when a poem has neither a regular rhythm nor a rhyme pattern.
+The old bridge has a wrinkled face.
+He bends his back
+For us to go over.
+—From Hilda Conkling, ""The Old Bridge""
+The syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern. | Solution: This poem uses alliteration. It repeats beginning consonant sounds.
+I stirred the fire to flame.
+The flickering fancies came. | Hint: From Alice Corbin, ""Apparitions"" and from Wilfrid Wilson Gibson, ""Fires"""
+"Question: Select the animal. | Choices: [Hydrangea bushes can grow colorful flowers., Maple trees have star-shaped leaves., Snowy owls eat small animals., Rose bushes can grow colorful flowers.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A rose bush is a plant. It can grow colorful flowers.
+Most rose bushes have sharp thorns. The thorns help protect the rose bush from being eaten by animals.
+A snowy owl is an animal. It eats small animals.
+Snowy owls live in cold places. Snowy owls have feathers on their feet to protect them from the cold.
+A maple tree is a plant. It has star-shaped leaves.
+Maple trees have green leaves in the spring and summer. In the fall, their leaves turn yellow, red, or brown.
+A hydrangea bush is a plant. It can grow colorful flowers.
+Hydrangea bushes can have blue, white, purple, or pink flowers."
+"Question: Complete the sentence.
+The Second Amendment says that people have the right to own (). | Choices: [weapons, private roads, enslaved people, homes] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: civics | Skill: The Bill of Rights | Lecture: nan | Solution: The Second Amendment says that the American people have the right to own weapons. In particular, it says that people can own ""arms."" The authors understood ""arms"" to include the type of weapons we now call guns. The complete text of the Second Amendment is below. According to the text, why is it important for Americans to have the right to own weapons? A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed."
+"Question: What does the euphemism in this text suggest?
+Mr. Stevenson is enjoying his golden years in a luxurious beachside community just down the street from his grandchildren. | Choices: [Mr. Stevenson lives near his family., Mr. Stevenson is old.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The euphemism golden years indicates that Mr. Stevenson is old. Golden years is a nicer way of referring to old age."
+"Question: What do these two changes have in common?
+compost rotting
+chicken cooking in an oven | Choices: [Both are chemical changes., Both are only physical changes., Both are caused by cooling., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Compost forms from the remains of plants and animals, such as vegetable scraps and egg shells. Compost rotting is a chemical change. As the compost rots, it breaks down and turns into a different type of matter.
+Cooking chicken is a chemical change. The heat causes the matter in the chicken to change. Cooked chicken and raw chicken are different types of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Cooking is caused by heating. But compost rotting is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Select the one substance that is not a mineral. | Choices: [Halite is formed in nature. It is a solid., A nutshell is not a pure substance. It is formed in nature., Gypsum is a solid. It is a pure substance.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Halite is a mineral.
+Gypsum is a mineral.
+A nutshell is not a pure substance. But all minerals are pure substances.
+So, a nutshell is not a mineral."
+"Question: What is the mass of a full box of cereal? | Choices: [18 tons, 18 ounces, 18 pounds] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a full box of cereal is 18 ounces.
+18 pounds and 18 tons are both too heavy. | Hint: Select the best estimate."
+"Question: Which figure of speech is used in this text?
+Magnified apples appear and disappear,
+Stem end and blossom end,
+And every fleck of russet showing clear.
+—Robert Frost, ""After Apple-Picking"" | Choices: [anaphora, assonance] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses assonance, the repetition of a vowel sound in a series of nearby words.
+The words stem, end, every, and fleck share a vowel sound."
+"Question: Is the following statement true or false?
+An animal cell does not have a cell wall. | Choices: [true, false] | Task: true-or false | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Cell part functions: true or false | Lecture: nan | Solution: An animal cell does not have a cell wall.
+This statement is true. A plant cell has a cell wall, but an animal cell does not. The cell wall gives a plant cell its fixed shape. Most animal cells do not have a fixed shape."
+"Question: Which word would you find on a dictionary page with the following guide words?
+fact - flood | Choices: [fiery, fox] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since fiery is between the guide words fact - flood, it would be found on that page."
+"Question: What is the source of the allusion in the sentence below?
+The sandy white beaches and turquoise waters make this Gulf of Mexico location its own little utopia. | Choices: [literature, U.S. history] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion utopia is literature.
+Beginning with Sir Thomas More in 1516, countless authors have written about perfect worlds, or ""utopias,"" often for the purpose of criticizing the societies in which they live.
+The allusion utopia means an ideal place."
+"Question: Compare the motion of two humpback whales. Which humpback whale was moving at a lower speed? | Choices: [a humpback whale that moved 20miles in 10hours, a humpback whale that moved 25miles in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each humpback whale moved and the time it took to move that distance.
+One humpback whale moved 20 miles in 10 hours.
+The other humpback whale moved 25 miles in 10 hours.
+Notice that each humpback whale spent the same amount of time moving. The humpback whale that moved 20 miles moved a shorter distance in that time. So, that humpback whale must have moved at a lower speed."
+"Question: Which is the hardest? | Choices: [ice rink, linen handkerchief, silk kimono] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Hard is a property. A hard material keeps its shape when you press on it with your finger.
+Look at each picture, one at a time. Imagine pushing on the material shown in each picture.
+Of the choices, the ice rink is the hardest. If you step on the ice at an ice rink, it will not change shape."
+"Question: How long is a guitar? | Choices: [35 inches, 35 feet] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?
+The number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.
+There are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.
+There are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. | Solution: The better estimate for the length of a guitar is 35 inches.
+35 feet is too long. | Hint: Select the better estimate."
+"Question: Is the following trait inherited or acquired?
+Mia has a scar on her right leg. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: Compare the motion of three ducks. Which duck was moving at the lowest speed? | Choices: [a duck that moved 430miles east in 10hours, a duck that moved 525miles north in 10hours, a duck that moved 555miles north in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each duck moved and the time it took to move that distance. The direction each duck moved does not affect its speed.
+Notice that each duck moved for 10 hours. The duck that moved 430 miles moved the shortest distance in that time. So, that duck must have moved at the lowest speed."
+"Question: Which correctly shows the title of a TV show? | Choices: [***Foster's Home for Imaginary Friends***, ""Foster's Home for Imaginary Friends""] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A TV show should be in italics.
+The correct title is **Foster's Home for Imaginary Friends**."
+"Question: What does this Works Cited entry indicate about the cited work?
+""Taxes Introduction."" Shmoop. Shmoop University, n.d. Web. 2 Jan. 2014. | Choices: [It is a print source., It is a review., It is an online source.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: reference-skills | Skill: Understand a Works Cited entry (MLA 7th edition) | Lecture: When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.
+Below are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.
+Books:
+Format | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.
+Example | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.
+Essays, short stories, or poems in an anthology or book:
+Format | Author(s). ""Essay, Poem, or Short Story Title."" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.
+Example | James, Henry. ""The Middle Years."" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.
+Magazine and newspaper articles:
+Format | Author(s). ""Article Title."" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.
+Example | Hayes, David J., and James H. Stock. ""The Real Cost of Coal."" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.
+Journal articles:
+Format | Author(s). ""Article Title."" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.
+Example | Gillette, Jane, et al. ""Human Simulations of Vocabulary Learning."" Cognition 73.2 (1999): 135-176. Print.
+Web pages:
+Format | Author(s). ""Page Title."" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.
+Example | Gunn, Janelle P., and Lauren E. Owens. ""How to Slash Sodium from Your Diet."" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.
+Additional guidelines:
+Author Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by ""et al.,"" which stands for and others (e.g., Smith, Jane, et al.).
+Medium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are ""Print"" and ""Web,"" but other possibilities include ""Film,"" ""E-mail,"" and ""Lecture."" Whenever the Medium of Publication is ""Web,"" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.
+Editors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. ""Ed."" stands for edited by. ""Trans."" stands for translated by.
+Missing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation ""n. pag."" is used instead. If a work has no available publication date, the abbreviation ""n.d."" is used instead. If a work has no available publisher or no available city of publication, the abbreviation ""n.p."" is used instead.
+ | Solution: Look closely at the Works Cited entry:
+""Taxes Introduction."" Shmoop. Shmoop University, n.d. Web. 2 Jan. 2014.
+You can tell that the cited work is an online source because ""Web"" is listed as the medium of publication."
+"Question: What do these two changes have in common?
+acid rain weathering a marble statue
+milk going sour | Choices: [Both are caused by heating., Both are chemical changes., Both are only physical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Acid rain weathering a marble statue is a chemical change. The acid rain reacts with the outside of the statue and breaks it down into a different type of matter. This new matter is then washed away by the rain. Acid rain is a type of pollution. It forms when smoke from automobiles and factories mixes with water in clouds.
+Acid rain is a type of pollution. It forms when automobiles and factories release smoke containing sulfur or nitrogen. Some of these chemicals react with water in the atmosphere. The reaction forms droplets of water that can fall back to the ground as acid rain.
+Milk going sour is a chemical change. The type of matter in the milk slowly changes. The new matter that is formed gives the milk its sour taste.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Based on this information, what is Petunia's phenotype for the wool color trait? | Choices: [black wool, white wool] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Petunia's genotype for the wool color gene is LL. Petunia's genotype of LL has only L allelles. The L allele is for white wool. So, Petunia's phenotype for the wool color trait must be white wool.
+To check this answer, consider whether Petunia's alleles are dominant or recessive. The allele for black wool (l) is recessive to the allele for white wool (L). This means L is a dominant allele, and l is a recessive allele.
+Petunia's genotype of LL has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Petunia's phenotype for the wool color trait must be white wool. | Hint: In a group of sheep, some individuals have white wool and others have black wool. In this group, the gene for the wool color trait has two alleles. The allele for black wool (l) is recessive to the allele for white wool (L).
+Petunia is a sheep from this group. Petunia has the homozygous genotype LL for the wool color gene."
+"Question: Which correctly shows the title of an article? | Choices: [""State of the Art"", ""state of the Art""] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The words of and the are not important, so they should not be capitalized.
+The correct title is ""State of the Art."""
+"Question: Which closing is correct for a letter? | Choices: [Thank You,
+Colton, Thank you,
+Colton] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which change better matches the sentence?
+Water moves loose pieces of rock. | Choices: [drought, erosion] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: earth-science | Skill: Classify changes to Earth's surface | Lecture: nan | Solution: nan"
+"Question: Read the following text from a student essay. How can the writer best improve his or her sentence fluency?
+Our school needs to serve better food for lunch. Our lunches should be delicious. Our lunches should be nutritious. Our lunches should be satisfying. One way to achieve this would be to have a salad bar available. Salad bars can contain far more than just lettuce. Fresh fruits can be included in a salad bar. Fresh vegetables can be included. Different kinds of meats and cheeses can be included, too. Even pasta can be stocked in a salad bar. With these healthy options, students can make their own tasty lunches. | Choices: [by using shorter sentences, by combining sentences containing related information] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: When you review a fellow student's writing, try to make your feedback clear and specific. You can use questions such as the following to guide your feedback:
+Ideas and development: Does the writer express a clear main idea and develop it with evidence, examples, and analysis?
+Organization: Does the writer order ideas in a clear, logical way so that the ideas build on one another and are easy to follow?
+Sentence fluency: Do the writer's sentences vary in structure and length, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely, avoiding excessive repetition or inappropriate language to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer use accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her sentence fluency by combining sentences containing related information.
+For example, the writer could combine the underlined groups of sentences into sentences like Our lunches should be delicious, nutritious, and satisfying and Fresh fruits, fresh vegetables, and different kinds of meats and cheeses can be included in a salad bar.
+Our school needs to serve better food for lunch. Our lunches should be delicious. Our lunches should be nutritious. Our lunches should be satisfying. One way to achieve this would be to have a salad bar available. Salad bars can contain far more than just lettuce. Fresh fruits can be included in a salad bar. Fresh vegetables can be included. Different kinds of meats and cheeses can be included, too. Even pasta can be stocked in a salad bar. With these healthy options, students can make their own tasty lunches."
+"Question: Which text uses the word peruse in its traditional sense? | Choices: [Before returning to the stockroom, Marco briefly perused the nails in the hardware aisle to see if anything needed to be restocked., Marco perused the nails in the hardware aisle for almost an hour, trying to figure out which type would be best for his project.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses peruse in its traditional sense: to examine in detail.
+Marco perused the nails in the hardware aisle for almost an hour, trying to figure out which type would be best for his project.
+The second text uses peruse in its nontraditional sense: to look through in a casual manner.
+Before returning to the stockroom, Marco briefly perused the nails in the hardware aisle to see if anything needed to be restocked.
+Most style guides recommend to use the traditional sense of the word peruse because it is considered more standard."
+"Question: Using only these supplies, which question can Cassie investigate with an experiment? | Choices: [Do candles with thick wicks or with thin wicks produce more smoke?, Do large candles or small candles produce more smoke?, Do scented candles or unscented candles produce more smoke?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Cassie is burning some new candles. She notices that they produce different amounts of smoke. She wonders what factors affect how much smoke a candle produces. So, she decides to design an experiment. She has the following supplies available:
+two large unscented candles with thick wicks
+two large unscented candles with thin wicks
+a box of matches"
+"Question: Is this a run-on sentence?
+A helium-filled balloon called the Double Eagle II completed the first transatlantic balloon flight in history in 1978, it landed in a barley field near Paris about 140 hours after lifting off from Presque Isle, Maine. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is a run-on sentence. It is a comma splice formed from two sentences run together, joined by just a comma.
+A helium-filled balloon called the Double Eagle II completed the first transatlantic balloon flight in history in 1978, it landed in a barley field near Paris about 140 hours after lifting off from Presque Isle, Maine.
+Here is one way to fix the run-on sentence:
+A helium-filled balloon called the Double Eagle II completed the first transatlantic balloon flight in history in 1978. It landed in a barley field near Paris about 140 hours after lifting off from Presque Isle, Maine."
+"Question: Suppose Andrew decides to buy a copy of the book. Which result would be a cost? | Choices: [Andrew will spend money to buy the book., Andrew will get to keep the book as long as he wants.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Andrew wants or needs:
+Andrew will spend money to buy the book. | Hint: Andrew is deciding whether to buy a copy of a book or borrow it from the library. He would like to be able to keep the book as long as he wants, but buying the book would cost money. He could borrow the book for free, but he would have to return it in a few weeks."
+"Question: Which tense does the sentence use?
+The woman hammers the nails. | Choices: [present tense, past tense, future tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, hammers. The verb ends in -s and tells you about something that is true or happening now."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Mr. Carson,, Dear Mr. carson,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Mr. Carson is capitalized because it is a proper noun."
+"Question: Assume all other forces on the television are balanced. Which statement describes the forces on the television? | Choices: [The forces are unbalanced, so there is a net force on the television., The forces are balanced, so there is no net force on the television.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Balanced and unbalanced forces | Lecture: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
+When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
+When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | Solution: To determine if there is a net force on the television, look at the forces:
+Luke is pulling the television up with a force of 500 N.
+Earth's gravity is pulling the television down with a force of 500 N.
+The forces are in opposite directions, and the forces have the same magnitude: 500 N. This means that the forces are balanced, so there is no net force on the television. | Hint: Luke is trying to lift a heavy old television. He is pulling up on the television with a force of 500N. Earth's gravity is pulling down on the television with a force of 500N."
+"Question: Is the following statement true or false?
+An animal cell has a cell wall. | Choices: [true, false] | Task: true-or false | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Cell part functions: true or false | Lecture: nan | Solution: An animal cell has a cell wall.
+This statement is false. A plant cell has a cell wall, but an animal cell does not. The cell wall gives a plant cell its fixed shape. Most animal cells do not have a fixed shape."
+"Question: Ethan starts to pull the wagon across the yard. To move the wagon at the same speed each time, which friend does Ethan need to pull with a larger force? | Choices: [a friend who weighs 21 pounds, a friend who weighs 28 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the friend who is heavier.
+A friend who weighs 28 pounds is heavier than a friend who weighs 21 pounds. So, to move the wagon at the same speed each time, Ethan needs to use a larger force to start moving the wagon with a friend who weighs 28 pounds. | Hint: Ethan gives two friends a ride in his wagon. One friend sits in the wagon at a time."
+"Question: Is the following trait inherited or acquired?
+Melissa plays basketball. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play basketball. Instead, some people learn how to play basketball. Playing the sport takes practice. So, playing basketball is an acquired trait. | Hint: Hint: Playing basketball takes practice."
+"Question: Which set of instructions is more formal? | Choices: [Wash hands, utensils, and work surfaces after touching raw meat or poultry., If you're going to be touching raw meat or poultry, you'd better wash your hands, forks, knives, and cutting boards afterward.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second set of instructions is more formal. It uses more impersonal language and a direct command (wash utensils). The other set of instructions uses more conversational language (if you're going to be touching, you'd better)."
+"Question: Does this passage describe the weather or the climate?
+The wind is weak today in Dover, Delaware. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+The wind is weak today in Dover, Delaware.
+This passage tells you about the wind speed in Dover today. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Would you find the word who on a dictionary page with the following guide words?
+wake - wildlife | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since who is between the guide words wake - wildlife, it would be found on that page."
+"Question: Which word would you find on a dictionary page with the following guide words?
+led - log | Choices: [laugh, lime] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since lime is between the guide words led - log, it would be found on that page."
+"Question: Which logical fallacy is used in the text?
+Ava said there's no way Scotland's Loch Ness Monster is real, but she's not even Scottish, so there's no way she could really know. | Choices: [straw man: a misrepresentation of an opponent's position that makes it easier to argue against, false dichotomy: an argument that presents only two choices when more options exist, ad hominem: an attack against the person making the argument, rather than the argument itself] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Ava's claim that the Loch Ness Monster isn't real is not valid because she's not Scottish. This is a personal attack on Ava's background that isn't relevant to whether her claim is valid. This illustrates a type of logical fallacy known as ad hominem."
+"Question: What is the source of the allusion in the sentence below?
+Gwen told her friends that Mark was a typical Peter Pan type. | Choices: [a song, literature] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Peter Pan is literature.
+In a J. M. Barrie novel, the character Peter Pan retreats to Neverland and refuses to grow up.
+The allusion Peter Pan means a person who won't take on adult responsibilities."
+"Question: Based on this information, what is Marina's phenotype for the tail spots trait? | Choices: [a spotted tail, an unspotted tail] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Marina's genotype for the tail spots gene is ii. Marina's genotype of ii has only i alleles. The i allele is for an unspotted tail. So, Marina's phenotype for the tail spots trait must be an unspotted tail.
+To check this answer, consider whether Marina's alleles are dominant or recessive. The allele for a spotted tail (I) is dominant over the allele for an unspotted tail (i). This means I is a dominant allele, and i is a recessive allele.
+Marina's genotype of ii has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Marina's phenotype for the tail spots trait must be an unspotted tail. | Hint: In a group of guppies, some individuals have a spotted tail and others have an unspotted tail. In this group, the gene for the tail spots trait has two alleles. The allele for a spotted tail (I) is dominant over the allele for an unspotted tail (i).
+Marina is a guppy from this group. Marina has the homozygous genotype ii for the tail spots gene."
+"Question: Is the following trait inherited or acquired?
+Regan plays hockey. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play hockey. Instead, some people learn how to play hockey. Playing the sport takes practice. So, playing hockey is an acquired trait."
+"Question: What is the source of the allusion in the sentence below?
+Max spoke at the city council meeting, claiming the new recycling regulations were draconian. | Choices: [Greek history, a fable] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion draconian is Greek history.
+Draco, a government official in seventh-century Athens, Greece, wrote a code of laws that called for severe punishments for even minor offenses.
+The allusion draconian means harsh."
+"Question: What is the volume of a large trash can? | Choices: [17 fluid ounces, 17 cups, 17 gallons] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a large trash can is 17 gallons.
+17 fluid ounces and 17 cups are both too little. | Hint: Select the best estimate."
+"Question: Which object has the most thermal energy? | Choices: [a cookie at a temperature of 62°F, a cookie at a temperature of 85°F, a cookie at a temperature of 94°F] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three cookies have the same mass but different temperatures. Since the 94°F cookie is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Select the fish. | Choices: [horned frog, cassowary, Amazon tree boa, tiger shark] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Fish live underwater. They have fins, not limbs. | Solution: An Amazon tree boa is a reptile. It has scaly, waterproof skin.
+Tree boas eat small mammals, birds, lizards, and frogs. Tree boas only need to eat once every few months!
+A cassowary is a bird. It has feathers, two wings, and a beak.
+Cassowaries have wings, but they cannot fly! They can run very fast.
+A horned frog is an amphibian. It has moist skin and begins its life in water.
+Frogs live near water or in damp places. Most frogs lay their eggs in water.
+A tiger shark is a fish. It lives underwater. It has fins, not limbs.
+Tiger sharks are nocturnal. This means that they are active mostly at night."
+"Question: What is the temperature of a warm loaf of bread? | Choices: [60°C, 60°F] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Estimate temperatures | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
+212°F | Water boils | 100°C
+98.6°F | Body temperature | 37°C
+68°F | Room temperature | 20°C
+32°F | Water freezes | 0°C
+ | Solution: The better estimate for the temperature of a warm loaf of bread is 60°C.
+60°F is too cold. | Hint: Select the better estimate."
+"Question: Which is stickier? | Choices: [tape, ice cube] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Sticky is a property. A sticky material can stick to other things.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the tape is stickier. If you touch a piece of tape, it will stick to you."
+"Question: What information supports the conclusion that Mark inherited this trait? | Choices: [Mark's friend also has hazel eyes., Mark wears glasses and so do his sisters., Mark's biological father wears contacts in his hazel eyes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Mark has hazel eyes."
+"Question: Select the mammal. | Choices: [hippopotamus, great white shark, arroyo toad, great crested newt] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Mammals have hair or fur and feed their young milk. | Solution: An arroyo toad is an amphibian. It has moist skin and begins its life in water.
+Toads do not have teeth! They swallow their food whole.
+A great crested newt is an amphibian. It has moist skin and begins its life in water.
+Some newts live in water. Other newts live on land but lay their eggs in water.
+A great white shark is a fish. It lives underwater. It has fins, not limbs.
+Great white sharks can live for up to 70 years.
+A hippopotamus is a mammal. It has hair and feeds its young milk.
+Hippopotamuses keep cool by lying in mud or water."
+"Question: Using only these supplies, which question can Tessa investigate with an experiment? | Choices: [Will eight ounces of carbonated water or eight ounces of tap water get warmer when placed in a jar in the sun?, When placed in the sun, will eight ounces of water in a glass jar or eight ounces of water in a plastic cup get warmer?, When placed in the sun, will eight ounces of water in a closed jar or eight ounces of water in an open jar get warmer?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Tessa leaves a glass jar of cold tea outside in full sunlight. When she goes to get it, she notices that the tea is warm. She wonders what factors affect how warm a liquid gets from sitting in the sunlight. So, she decides to design an experiment. She has the following supplies available:
+two identical glass jars
+two jar lids
+tap water
+a measuring cup
+two thermometers"
+"Question: Based on this information, what is Digby's phenotype for the fur color trait? | Choices: [brown fur, black fur] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Digby's genotype for the fur color gene is ff. Digby's genotype of ff has only f alleles. The f allele is for brown fur. So, Digby's phenotype for the fur color trait must be brown fur.
+To check this answer, consider whether Digby's alleles are dominant or recessive. The allele for brown fur (f) is recessive to the allele for black fur (F). This means F is a dominant allele, and f is a recessive allele.
+Digby's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Digby's phenotype for the fur color trait must be brown fur. | Hint: In a group of Labrador retrievers, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele for brown fur (f) is recessive to the allele for black fur (F).
+Digby is a Labrador retriever from this group. Digby has the homozygous genotype ff for the fur color gene."
+"Question: What information supports the conclusion that Jon acquired this trait? | Choices: [Jon learned to identify insects by reading many books about insects., Jon likes to look at butterflies and beetles.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Jon is good at identifying insects."
+"Question: Select the reptile. | Choices: [mandarinfish, bull shark, leaf-tailed gecko, eastern newt] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Reptiles have scaly, waterproof skin. Most reptiles live on land. | Solution: A leaf-tailed gecko is a reptile. It has scaly, waterproof skin.
+Many geckos have special pads on their toes. The pads help them climb up plants and rocks.
+A bull shark is a fish. It lives underwater. It has fins, not limbs.
+Bull sharks can live in both fresh and salt water. They are found in rivers and in shallow parts of the ocean.
+A mandarinfish is a fish. It lives underwater. It has fins, not limbs.
+Mandarinfish often live near coral reefs. They eat small worms, snails, and fish eggs.
+An eastern newt is an amphibian. It has moist skin and begins its life in water.
+Some newts live in water. Other newts live on land but lay their eggs in water."
+"Question: Which word would you find on a dictionary page with the following guide words?
+kangaroo - kitten | Choices: [kerosene, knight] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since kerosene is between the guide words kangaroo - kitten, it would be found on that page."
+"Question: How long is a basketball court? | Choices: [32 miles, 32 feet, 32 yards, 32 inches] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a basketball court is 32 yards.
+32 inches and 32 feet are too short. 32 miles is too long. | Hint: Select the best estimate."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her organization?
+When I worked on my grandparents' farm one summer, I spent a lot of time caring for animals—feeding chickens and pigs, milking cows, and grooming horses. I decided to become a vegetarian. As a vegetarian, I eat lots of fruit, vegetables, grains, and dairy products. At first, I thought it would be hard to eat enough food to feel full, but that hasn't been the case. Beans and cheese are my main sources of protein now, and they keep me full for hours. I'm so thankful that I can express my love of animals—all animals—by not eating them. | Choices: [by making a general statement before giving specific examples, by adding a transition between the first two sentences, by reordering to keep related ideas together] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her organization by adding a transition between the first two sentences.
+For example, the writer could provide a smoother transition between the first two sentences by adding text such as After realizing how much I love animals, I couldn't bear the idea of eating meat anymore.
+When I worked on my grandparents' farm one summer, I spent a lot of time caring for animals—feeding chickens and pigs, milking cows, and grooming horses. I decided to become a vegetarian. As a vegetarian, I eat lots of fruit, vegetables, grains, and dairy products. At first, I thought it would be hard to eat enough food to feel full, but that hasn't been the case. Beans and cheese are my main sources of protein now, and they keep me full for hours. I'm so thankful that I can express my love of animals—all animals—by not eating them."
+"Question: Which figure of speech is used in this text?
+Carson's room is as tidy as an overgrown garden. | Choices: [verbal irony, pun] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As tidy as an overgrown garden shows verbal irony because an overgrown garden is not tidy."
+"Question: Compare the motion of three speedboats. Which speedboat was moving at the highest speed? | Choices: [a speedboat that moved 235kilometers east in 5hours, a speedboat that moved 390kilometers east in 5hours, a speedboat that moved 330kilometers south in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. | Solution: Look at the distance each speedboat moved and the time it took to move that distance. The direction each speedboat moved does not affect its speed.
+Notice that each speedboat moved for 5 hours. The speedboat that moved 390 kilometers moved the farthest distance in that time. So, that speedboat must have moved at the highest speed."
+"Question: What information supports the conclusion that Joel acquired this trait? | Choices: [Joel learned how to knit in an after school program., Joel knits sweaters using cotton, wool, and other types of yarn.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Joel knows how to knit sweaters."
+"Question: What does the euphemism in this text suggest?
+Mr. Pruitt is enjoying his golden years in a luxurious beachside community just down the street from his grandchildren. | Choices: [Mr. Pruitt lives near his family., Mr. Pruitt is old.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The euphemism golden years indicates that Mr. Pruitt is old. Golden years is a nicer way of referring to old age."
+"Question: Complete the sentence so that it uses personification.
+The () sun beat down upon the heads of the construction workers. | Choices: [cruel, hot] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word cruel. It describes the sun as if it were a mean person."
+"Question: Which text uses the word disinterested in its traditional sense? | Choices: [As a teacher of American history, Mr. Ferguson tries to remain disinterested when discussing controversial issues, giving equal attention and consideration to each major viewpoint., As an experienced teacher of American history, Mr. Ferguson believes that playing history-based trivia games will revive even the most disinterested of students.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses disinterested in its traditional sense: unbiased or impartial.
+As a teacher of American history, Mr. Ferguson tries to remain disinterested when discussing controversial issues, giving equal attention and consideration to each major viewpoint.
+The second text uses disinterested in its nontraditional sense: uninterested or indifferent.
+As an experienced teacher of American history, Mr. Ferguson believes that playing history-based trivia games will revive even the most disinterested of students.
+Most style guides recommend to use the traditional sense of the word disinterested because it is considered more standard."
+"Question: What do these two changes have in common?
+cutting an apple
+breaking a rock in half | Choices: [Both are caused by heating., Both are only physical changes., Both are chemical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Cutting an apple is a physical change. The apple gets a different shape. But it is still made of the same type of matter as the uncut apple.
+Breaking a rock in half is a physical change. The rock gets broken into two pieces. But the pieces are still made of the same type of matter as the original rock.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Using only these supplies, which question can Bridget investigate with an experiment? | Choices: [When placed in the sun, does a glass jar wrapped in cotton heat up more than a glass jar wrapped in wool?, When wrapped in a cotton shirt and placed in the sun, does a large jar or a small jar heat up more?, When placed in the sun, does a glass jar wrapped in a black cotton shirt heat up more than a glass jar wrapped in a white cotton shirt?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Bridget is outside with her friend on a sunny day. Bridget is wearing a light-colored shirt, and she notices that she feels colder than her friend, who is wearing a dark shirt. She wonders what factors affect how fabric warms an object. So, she decides to design an experiment. She has the following supplies available:
+a black cotton shirt
+a white cotton shirt
+two identical empty glass jars
+two thermometers"
+"Question: Which figure of speech is used in this text?
+The Conway family is going to spend two weeks in Ocean City, but for Jerry it will be a working vacation, since he'll be checking in with the office every day. | Choices: [euphemism, oxymoron] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Working vacation is a contradiction, because going on a vacation implies that you are taking a break from work."
+"Question: What information supports the conclusion that Albert inherited this trait? | Choices: [Albert likes to wear a blue sweater to match his blue eyes., Albert's mother has blue eyes. She passed this trait down to Albert.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Albert has blue eyes."
+"Question: What information supports the conclusion that Nathan acquired this trait? | Choices: [Nathan's scar was caused by an accident. He cut his arm when he fell off his bicycle., Some scars fade more quickly than others.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Nathan has a scar on his right arm."
+"Question: Select the vertebrate. | Choices: [banana slug, zebra dove, lion's mane jellyfish, monarch butterfly] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A zebra dove is a bird. Like other birds, a zebra dove is a vertebrate. It has a backbone.
+A monarch butterfly is an insect. Like other insects, a monarch butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.
+Like other slugs, a banana slug is an invertebrate. It does not have a backbone. It has a soft body.
+Like other jellyfishes, a lion's mane jellyfish is an invertebrate. It does not have a backbone. It has a soft body. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: What kind of sentence is this?
+Why did the photographer choose to shoot the sunset in black and white? | Choices: [declarative, interrogative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: Which figure of speech is used in this text?
+. . . the report of my death was an exaggeration.
+—Mark Twain, in a notice that appeared in the New York Journal | Choices: [understatement, anaphora] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses understatement, which involves deliberately representing something as less serious or important than it really is.
+Exaggeration is an understatement, since the report was in fact totally inaccurate."
+"Question: Would you find the word head on a dictionary page with the following guide words?
+having - hop | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since head is between the guide words having - hop, it would be found on that page."
+"Question: Would you find the word express on a dictionary page with the following guide words?
+entertain - erase | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since express is not between the guide words entertain - erase, it would not be found on that page."
+"Question: Which figure of speech is used in this text?
+It's an open secret that Omar is writing a book based on his experiences living in Singapore. He never talks about it, but almost all his friends know. | Choices: [hyperbole, oxymoron] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Open secret is a contradiction, because open describes something that is freely or publicly known, and a secret is hidden."
+"Question: Which is softer? | Choices: [cotton shirt, glass marbles] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Soft is a property. A soft material changes shape when pressed or squeezed.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the cotton shirt is softer. If you squeeze cotton fabric, it will change shape."
+"Question: What kind of sentence is this?
+You're an absolute genius for figuring out how to stop the leak! | Choices: [interrogative, declarative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Leah told Mia that the fleece jacket on the bench looked like hers., The fleece jacket that Leah saw on the bench looked like Mia's.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: pronouns | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun hers could refer to Leah's or Mia's.
+Leah told Mia that the fleece jacket on the bench looked like hers.
+The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+The fleece jacket that Leah saw on the bench looked like Mia's."
+"Question: Select the invertebrate. | Choices: [rockfish, green frog, Canadian lynx, monarch butterfly] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A monarch butterfly is an insect. Like other insects, a monarch butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A rockfish is a fish. Like other fish, a rockfish is a vertebrate. It has a backbone.
+A Canadian lynx is a mammal. Like other mammals, a Canadian lynx is a vertebrate. It has a backbone.
+A green frog is an amphibian. Like other amphibians, a green frog is a vertebrate. It has a backbone. | Hint: Hint: Insects, spiders, and worms are invertebrates."
+"Question: Is a flashlight a good or a service? | Choices: [a service, a good] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a flashlight is a good or a service, ask these questions:
+Is a flashlight something you can touch? Yes.
+Is a flashlight a job you might pay someone else to do? No.
+So, a flashlight is a good."
+"Question: Complete the sentence.
+In this chemical reaction, fructose is a (). | Choices: [reactant, product] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Identify reactants and products | Lecture: A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.
+In a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.
+The original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.
+The substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.
+So, in a chemical reaction, reactants go through a chemical change to form products. | Solution: Read the underlined text carefully. Look for information about what happens to fructose in this chemical reaction.
+Honeybees make honey from nectar that they collect from flowers. Nectar is a clear liquid that contains a sugar called sucrose. After a bee collects nectar from a flower, chemicals in the bee's body break down the sucrose into a mixture of fructose and glucose, two simpler sugars. The bee then deposits this mixture into a honeycomb and seals the honeycomb with wax.
+The underlined text tells you that fructose forms when sucrose breaks down. Because fructose is produced by this chemical reaction, fructose is a product. | Hint: This passage describes a chemical reaction. Read the passage. Then, follow the instructions below.
+Honeybees make honey from nectar that they collect from flowers. Nectar is a clear liquid that contains a sugar called sucrose. After a bee collects nectar from a flower, chemicals in the bee's body break down the sucrose into a mixture of fructose and glucose, two simpler sugars. The bee then deposits this mixture into a honeycomb and seals the honeycomb with wax."
+"Question: Which word would you find on a dictionary page with the following guide words?
+refuse - rub | Choices: [rig, rascal] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since rig is between the guide words refuse - rub, it would be found on that page."
+"Question: Which is a compound sentence? | Choices: [The subway runs beneath the streets of the city., A chimpanzee escaped from the zoo, so the police are searching for it.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.
+A chimpanzee escaped from the zoo, so the police are searching for it."
+"Question: Is the following trait inherited or acquired?
+Troy can drive a car. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Humans are not born knowing how to drive a car. Instead, many people learn how to drive when they are older. So, driving is an acquired trait. | Hint: Hint: Driving well takes practice."
+"Question: Which figure of speech is used in this text?
+The hum of the computer concerned Jamal. Was the problem with the power supply or the hard drive? | Choices: [onomatopoeia, metaphor] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses onomatopoeia, a word that expresses a sound.
+Hum represents the sound the computer was making."
+"Question: Compare the motion of three sailboats. Which sailboat was moving at the lowest speed? | Choices: [a sailboat that moved 120kilometers east in 10hours, a sailboat that moved 170kilometers south in 10hours, a sailboat that moved 45kilometers south in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each sailboat moved and the time it took to move that distance. The direction each sailboat moved does not affect its speed.
+Notice that each sailboat moved for 10 hours. The sailboat that moved 45 kilometers moved the shortest distance in that time. So, that sailboat must have moved at the lowest speed."
+"Question: Complete the sentence.
+Carving a piece of wood is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+A change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. | Solution: Carving a piece of wood is a physical change. The wood changes shape, but it is still made of the same type of matter."
+"Question: Which text uses the word nauseous in its traditional sense? | Choices: [The odor emanating from the landfill made Dana so nauseous that she had to roll up the car windows as she drove past., Dana couldn't tolerate the nauseous odor emanating from the landfill, so she rolled up her car windows as she drove past.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses nauseous in its traditional sense: causing disgust or nausea.
+Dana couldn't tolerate the nauseous odor emanating from the landfill, so she rolled up her car windows as she drove past.
+The first text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.
+The odor emanating from the landfill made Dana so nauseous that she had to roll up the car windows as she drove past.
+Most style guides recommend to use the traditional sense of the word nauseous because it is considered more standard."
+"Question: Which correctly shows the title of a movie? | Choices: [Winnie the Pooh and a Day for Eeyore, winnie the Pooh and a Day for Eeyore] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The words the, and, a, and for are not important, so they should not be capitalized.
+The correct title is Winnie the Pooh and a Day for Eeyore."
+"Question: How long does it take to go for a walk with a dog? | Choices: [15 minutes, 15 seconds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to go for a walk with a dog is 15 minutes.
+15 seconds is too fast. | Hint: Select the better estimate."
+"Question: Which type of sentence is this?
+Trevor always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor. | Choices: [compound, complex, simple, compound-complex] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+Trevor always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor."
+"Question: Which correctly shows the title of a book? | Choices: [Penny and Her Doll, penny and Her doll] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word and is not important, so it should not be capitalized.
+The correct title is Penny and Her Doll."
+"Question: Which word would you find on a dictionary page with the following guide words?
+ravenous - rib | Choices: [ruffle, restart] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since restart is between the guide words ravenous - rib, it would be found on that page."
+"Question: Complete the statement.
+Calcium is (). | Choices: [a compound, an elementary substance] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
+A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
+Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
+The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one atomic symbol.
+The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
+For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple atomic symbols.
+The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | Solution: You can tell whether calcium is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for calcium contains one atomic symbol: Ca. So, the formula tells you that calcium is composed of only one chemical element.
+Since calcium is composed of only one chemical element, calcium is an elementary substance. | Hint: Calcium is a metal found in substances that make up your teeth and bones. The chemical formula for calcium is Ca."
+"Question: Based on this information, what is Dipper's phenotype for the fur length trait? | Choices: [short fur, long fur] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Dipper's genotype for the fur length gene is ff. Dipper's genotype of ff has only f alleles. The f allele is for long fur. So, Dipper's phenotype for the fur length trait must be long fur.
+To check this answer, consider whether Dipper's alleles are dominant or recessive. The allele for short fur (F) is dominant over the allele for long fur (f). This means F is a dominant allele, and f is a recessive allele.
+Dipper's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Dipper's phenotype for the fur length trait must be long fur. | Hint: In a group of Syrian hamsters, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele for short fur (F) is dominant over the allele for long fur (f).
+Dipper is a Syrian hamster from this group. Dipper has the homozygous genotype ff for the fur length gene."
+"Question: Which figure of speech is used in this text?
+The assassination of John F. Kennedy on November 22, 1963, was as shocking as an earthquake, leaving Americans feeling shaken and vulnerable. | Choices: [simile, alliteration] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text includes a simile, using like or as to compare two things that are not actually alike.
+As shocking as an earthquake compares the assassination of President Kennedy to an earthquake."
+"Question: What information supports the conclusion that Brandon inherited this trait? | Choices: [Brandon and his father both have short hair., Brandon's parents were born with straight hair. They passed down this trait to Brandon.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Brandon has straight hair."
+"Question: Which logical fallacy is used in the text?
+I don't trust Professor Harper's findings. Another researcher at her university was caught falsifying data. So, it's likely Professor Harper has, too. | Choices: [straw man: a misrepresentation of an opponent's position that makes it easier to argue against, guilt by association: a negative association intended to discredit someone or something, circular reasoning: an argument that supports a claim with the claim itself] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Professor Harper's research is untrustworthy because someone else at her university was caught falsifying data. However, this isn't necessarily true. The practices of one researcher at a university do not necessarily reflect the practices of another researcher at the same university. This illustrates a type of logical fallacy known as guilt by association."
+"Question: Which correctly shows the title of a short story? | Choices: [""End of the Line"", End of the Line] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A short story should be in quotation marks.
+The correct title is ""End of the Line."""
+"Question: Select the living thing. | Choices: [manta ray, computer, soap, yo-yo] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
+All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
+All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A computer is not a living thing.
+A computer does not have all the traits of a living thing. It does many useful things, and even responds to the world around it. But it does not grow. It does not need food or water.
+A yo-yo is not a living thing.
+Yo-yos do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
+Soap is not a living thing.
+Soap does not have all of the traits of a living thing. It may change shape or become foamy, but it does not grow. It does not need food or water.
+A manta ray is a living thing.
+Manta rays grow and respond to their environment. They need food and water. Manta rays are made up of many cells.
+Manta rays are animals. They use their wide, flat fins to swim."
+"Question: What is the temperature of a bowl of ice cream? | Choices: [37°C, 37°F] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Estimate temperatures | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
+212°F | Water boils | 100°C
+98.6°F | Body temperature | 37°C
+68°F | Room temperature | 20°C
+32°F | Water freezes | 0°C
+ | Solution: The better estimate for the temperature of a bowl of ice cream is 37°F.
+37°C is too hot. | Hint: Select the better estimate."
+"Question: Select the one substance that is not a mineral. | Choices: [Malachite is a solid. It is formed in nature., Shampoo is a liquid. It is made in a factory., Quartz is a pure substance. It is formed in nature.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Malachite is a mineral.
+Shampoo is made in a factory. But all minerals are formed in nature.
+Shampoo is a liquid. But all minerals are solids.
+So, shampoo is not a mineral.
+Quartz is a mineral."
+"Question: Select the temperature shown by this thermometer. | Choices: [10°C, 35°C, 40°C] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Read a thermometer | Lecture: A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is °.
+Some thermometers measure temperature in degrees Celsius (°C). Celsius is one scale used to measure temperature.
+This is a tube thermometer. It has a tube filled with a red liquid.
+There is a Celsius scale along the right side of the tube. The top of the red liquid lines up with the number 30 on the scale. So, the temperature shown by this thermometer is 30°C. | Solution: Find the top of the red liquid.
+Now look at the scale to the right. The top of the red liquid lines up with 10. So, the temperature is 10°C."
+"Question: Which is a compound sentence? | Choices: [Carmen and her sisters drew a map of the United States and hung it on the wall., An ostrich cannot fly, so it must run away from danger.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction so.
+An ostrich cannot fly, so it must run away from danger."
+"Question: What information supports the conclusion that Dylan acquired this trait? | Choices: [Dylan's scar was caused by an accident. He cut his arm when he fell off his bicycle., Some scars fade more quickly than others.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Dylan has a scar on his right arm."
+"Question: Using only these supplies, which question can Omar investigate with an experiment? | Choices: [Does a big toy car go down the wooden ramp faster than a small toy car?, Do toy cars go faster down the ramp made of wood or the ramp made of cardboard?, Do toy cars with plastic wheels go faster down the cardboard ramp than toy cars with metal wheels?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Omar and his sister are building ramps to race their toy cars down. Omar notices that the cars go down some of the ramps faster than others. He wonders what factors affect the cars' speed. So, he decides to design an experiment. He has the following supplies available:
+two identical toy cars
+a wooden ramp three feet long and two feet tall
+a cardboard ramp three feet long and two feet tall"
+"Question: Complete the statement. Assume that the car's mass did not change.
+The gravitational potential energy stored between the car and Earth () as the car slowed to a stop. | Choices: [decreased, stayed the same, increased] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the car and the center of Earth changed.
+Because the road was flat, each point on the road was the same distance from the center of Earth. As the car slowed to a stop, the distance between the car and the center of Earth stayed the same. So, the gravitational potential energy stored between the car and Earth stayed the same as the car slowed to a stop. | Hint: Read the text about an object in motion.
+Hannah was driving her car on a road when she saw a red light ahead. She slowed the car to a stop along the flat road."
+"Question: Which word would you find on a dictionary page with the following guide words?
+plead - protest | Choices: [pasture, pony] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since pony is between the guide words plead - protest, it would be found on that page."
+"Question: Suppose Kelly decides to go as a superhero. Which result would be a cost? | Choices: [Kelly will save some time and money. She won't have to go out and get a new costume., Kelly will give up the chance to wear the costume she is more excited about.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Kelly wants or needs:
+Kelly will give up the chance to wear the costume she is more excited about. | Hint: Kelly is deciding whether to go as a vampire or a superhero to a costume party. She would rather go as a vampire. But she already has a superhero costume."
+"Question: Based on this information, what is Fishie's phenotype for the body color trait? | Choices: [a gray body, a golden body] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Fishie's genotype for the body color gene is bb. Fishie's genotype of bb has only b alleles. The b allele is for a golden body. So, Fishie's phenotype for the body color trait must be a golden body.
+To check this answer, consider whether Fishie's alleles are dominant or recessive. The allele for a golden body (b) is recessive to the allele for a gray body (B). This means B is a dominant allele, and b is a recessive allele.
+Fishie's genotype of bb has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Fishie's phenotype for the body color trait must be a golden body. | Hint: In a group of guppies, some individuals have a gray body and others have a golden body. In this group, the gene for the body color trait has two alleles. The allele for a golden body (b) is recessive to the allele for a gray body (B).
+Fishie is a guppy from this group. Fishie has the homozygous genotype bb for the body color gene."
+"Question: Does this passage describe the weather or the climate?
+It is snowing in Emmett's town today. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+It is snowing in Emmett's town today.
+This passage tells you about the precipitation today in Emmett's town. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: What do these two changes have in common?
+chicken cooking in an oven
+a penny tarnishing | Choices: [Both are caused by heating., Both are chemical changes., Both are only physical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Cooking chicken is a chemical change. The heat causes the matter in the chicken to change. Cooked chicken and raw chicken are different types of matter.
+Metal turning less shiny over time is called tarnishing. A penny tarnishing is a chemical change. When air touches the penny, the surface of the penny changes into a different type of matter. This matter makes the penny dull.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Cooking is caused by heating. But a penny tarnishing is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which tense does the sentence use?
+Jim will pop the popcorn. | Choices: [future tense, present tense, past tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, pop. The verb tells you about something that is going to happen."
+"Question: Which tray of lasagna has less thermal energy? | Choices: [the hotter tray of lasagna, the colder tray of lasagna] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 1-kilogram brick at 70°F has half as much thermal energy as a 2-kilogram brick at 70°F. The two bricks have the same temperature, but the smaller brick has half as many atoms. So, it has half as much thermal energy. | Solution: The two trays of lasagna are made of the same material and have the same mass. So, the colder tray of lasagna has less thermal energy. | Hint: Two trays of lasagna are identical except for their temperatures."
+"Question: What information supports the conclusion that Debbie inherited this trait? | Choices: [Debbie's hair is the same color as her brown eyes., Debbie's father has brown eyes. He passed this trait down to Debbie.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Debbie has brown eyes."
+"Question: Select the elementary substance. | Choices: [ruthenium (Ru), carbon dioxide (CO2), dichloromethane (CH2Cl2)] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: chemistry | Skill: Identify elementary substances and compounds using chemical formulas | Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
+A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
+Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
+The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one atomic symbol.
+The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
+For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple atomic symbols.
+The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | Solution: Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for rhenium contains one atomic symbol: Re. So, rhenium is composed of only one chemical element. Therefore, rhenium is an elementary substance. The chemical formula for carbon dioxide contains two atomic symbols: C for carbon and O for oxygen. So, carbon dioxide is composed of two chemical elements bonded together. Because carbon dioxide is composed of multiple chemical elements bonded together, it is a compound, not an elementary substance. The chemical formula for ruthenium contains one atomic symbol: Ru. So, ruthenium is composed of only one chemical element. Therefore, ruthenium is an elementary substance. The chemical formula for dichloromethane contains three atomic symbols: C for carbon, H for hydrogen, and Cl for chlorine. So, dichloromethane is composed of three chemical elements bonded together. Because dichloromethane is composed of multiple chemical elements bonded together, it is a compound, not an elementary substance."
+"Question: Which figure of speech is used in this text?
+At twenty-one, Wesley felt overwhelmed with adult responsibilities and wished he could fly off to Neverland. | Choices: [simile, allusion] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+Neverland alludes to the story of Peter Pan, a boy who lived in Neverland and never grew up."
+"Question: Using only these supplies, which question can Rhianna investigate with an experiment? | Choices: [Does a catapult with a longer arm launch a rubber ball farther than a catapult with a shorter arm?, Does a rubber ball travel farther when launched from a metal catapult or from a wooden catapult?, Does a heavier ball travel farther than a lighter ball when launched from a catapult?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Rhianna visits a museum about ancient Greece. She notices an exhibit with models of wooden catapults that were used to launch large rocks across battlefields. She wonders what factors affect how far a catapult can launch an object. So, she decides to design an experiment. She has the following supplies available:
+a wooden catapult with a 10-inch-long arm
+a wooden catapult with a five-inch-long arm
+two identical rubber balls"
+"Question: Select the one substance that is not a mineral. | Choices: [Hematite is a solid. It is formed in nature., Fluorite is not made by living things. It is a pure substance., Soap is not a pure substance. It is a solid.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Soap is not a pure substance. But all minerals are pure substances.
+So, soap is not a mineral.
+Hematite is a mineral.
+Fluorite is a mineral."
+"Question: Which text structure does the text use? | Choices: [problem-solution, descriptive] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: writing-strategies | Skill: Identify text structures | Lecture: Writers can organize their ideas in different ways. These ways of organizing writing are called text structures. When you can tell how a text is organized, it's easier to understand how the writer's ideas go together. You can also use these text structures to organize your own writing.
+ | Text structure | Where you might find it | Words and phrases to look for
+A sequential structure tells you about events that happen in a certain order. | a recipe for how to make a blueberry pie | first, until, second, after, next, then, before, finally, during
+A cause-effect structure shows the causes and the effects, or results, of an event. | an essay about how recycling helps the environment | because, led to, since, as a result, due to, so, reason
+A problem-solution structure explains a problem and offers possible solutions. | an article about ways to get more people to vote | issue, suggest, question, puzzle, fix, answer
+A compare-contrast structure shows how two (or more) things are the same or different. | a chapter about the differences between whales and sharks | like, unlike, too, on the other hand, both, while, same, instead, common, different, as well as, however
+A descriptive structure tells you a list of details about an object, scene, or topic. | a paragraph about what Tyrannosaurus rex looked like| for example, near, for instance beside, such as, most important, also | Solution: The text uses a problem-solution structure to show how Khodr Farhat has worked to get braille menus into restaurants. In the text, certain words and phrases help to organize ideas in a problem-solution structure. Notice the words issue, strategy, help, and allow. | Hint: Read the text.
+Khodr Farhat is a Michigan man on a mission. When he eats out at a restaurant, he faces an issue that most people don't. Khodr can't see well enough to read the menu. He usually has friends read menus aloud to him. However, this strategy doesn't let him take his time with the menu or dine independently. So, he has worked with restaurants to create menus in braille. Braille is a system of writing that uses raised dots. Braille menus allow many customers who are blind to read their own menus."
+"Question: Is the following statement true or false?
+Plant cells do not have cytoplasm. | Choices: [false, true] | Task: true-or false | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Cell part functions: true or false | Lecture: nan | Solution: Plant cells do not have cytoplasm.
+This statement is false. All cells have cytoplasm. The cytoplasm fills and maintains the space inside the cell."
+"Question: Which word does not rhyme? | Choices: [game, coat, came] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the ip sound.
+The words lake and make rhyme. They both end with the ake sound.
+The words tip and lake don't rhyme. They end with different sounds. | Solution: The words came and game rhyme. They both end with the ame sound.
+The word coat does not rhyme. It ends with a different sound."
+"Question: What is the mass of a floor lamp? | Choices: [12 tons, 12 pounds, 12 ounces] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a floor lamp is 12 pounds.
+12 ounces is too light and 12 tons is too heavy. | Hint: Select the best estimate."
+"Question: Which is a complete sentence? | Choices: [After the show, all of the actors bow., Haru is from Japan I am from China.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: After the show, all of the actors bow is a complete sentence. The subject is all of the actors, and the verb is bow."
+"Question: Does the sentence use a simile or a metaphor?
+Mrs. Campbell is an owl, working at night and sleeping during the day. | Choices: [simile, metaphor] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: Mrs. Campbell is an owl, working at night and sleeping during the day.
+The words Mrs. Campbell and owl are compared without the word like or as. So, the sentence uses a metaphor."
+"Question: What information supports the conclusion that Tiana acquired this trait? | Choices: [Tiana is in the Air Force. She flies a plane almost every day., Tiana can fly a plane on cloudy days and at night., A pilot taught Tiana how to fly a plane.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Tiana knows how to fly a plane."
+"Question: Which figure of speech is used in this text?
+""There's nothing I love more than skipping lunch,"" Mr. Harper told the flight attendant when he learned that no food would be available on his cross-country flight. | Choices: [personification, verbal irony] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Nothing I love more shows verbal irony because Mr. Harper is probably upset that there isn't anything to eat."
+"Question: Which organ produces the power to move the body? | Choices: [skin, brain, skeleton, muscles] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Human organs and their functions | Lecture: nan | Solution: nan"
+"Question: Would you find the word mermaid on a dictionary page with the following guide words?
+marsh - muffle | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since mermaid is between the guide words marsh - muffle, it would be found on that page."
+"Question: Is the following trait inherited or acquired?
+Brittany has a scar on her right elbow. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait."
+"Question: Select the one substance that is not a mineral. | Choices: [Muscovite is not made by living things. It is a solid., Sterling silver is not a pure substance. It is a solid., Native copper is not made by living things. It is a solid.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Sterling silver is not a pure substance. But all minerals are pure substances.
+So, sterling silver is not a mineral.
+Muscovite is a mineral.
+Native copper is a mineral."
+"Question: Which word does not rhyme? | Choices: [peak, beak, leap] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words beak and peak rhyme. They both end with the eak sound.
+The word leap does not rhyme. It ends with a different sound."
+"Question: What kind of sentence is this?
+For his report, Kurt needs information about zebras. | Choices: [declarative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, and it ends with a period. It is a declarative sentence."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [After Dave talked with Ted about the research project, he felt better about collaborating on it., Ted felt better about collaborating on the research project after Dave talked with him about it.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun he could refer to Dave or Ted.
+After Dave talked with Ted about the research project, he felt better about collaborating on it.
+The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Ted felt better about collaborating on the research project after Dave talked with him about it."
+"Question: Which correctly shows the title of a newspaper? | Choices: [***Tampa Bay Times***, ""Tampa Bay Times""] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A newspaper should be in italics.
+The correct title is **Tampa Bay Times**."
+"Question: What do these two changes have in common?
+mixing sand and water
+cutting your fingernails | Choices: [Both are caused by cooling., Both are chemical changes., Both are only physical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Mixing sand and water is a physical change. Adding water makes the sand wet. But both the sand and water are still made of the same type of matter as before.
+Cutting your fingernails is a physical change. Your fingernails are shorter after you cut them. But the pieces are still made of the same type of matter as the uncut fingernails.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which brochure is more formal? | Choices: [Did you know that the right landscaping can make the value of your property go through the roof?, Did you know that a well-designed landscape can significantly increase your property value?] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first brochure is more formal. It uses more elevated language (well-designed landscape, significantly increase). The other brochure uses a casual-sounding idiom (through the roof)."
+"Question: What is the source of the allusion in the sentence below?
+Bryan's proclamations earned him a reputation as our neighborhood's own Nostradamus. | Choices: [the Bible, history] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Nostradamus is history.
+Nostradamus, a sixteenth-century French astrologer and physician, is best known as the author of a book of prophecies.
+The allusion Nostradamus means a seer or predictor of the future."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Ms. Shah,, Dear ms. Shah,] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Ms. Shah is capitalized because it is a proper noun."
+"Question: Which word would you find on a dictionary page with the following guide words?
+throat - torpedo | Choices: [tiger, trample] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since tiger is between the guide words throat - torpedo, it would be found on that page."
+"Question: Is the following trait inherited or acquired?
+Sandra has naturally brown hair. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Humans do not choose their natural hair color. Some people dye their hair. But this does not change their natural hair color.
+Children get their natural hair color from their parents. So, Sandra's hair color is an inherited trait."
+"Question: Would you find the word mock on a dictionary page with the following guide words?
+maintain - measles | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since mock is not between the guide words maintain - measles, it would not be found on that page."
+"Question: What is the volume of a water balloon? | Choices: [18 cups, 18 gallons, 18 fluid ounces] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a water balloon is 18 fluid ounces.
+18 cups and 18 gallons are both too much. | Hint: Select the best estimate."
+"Question: Which tense does the sentence use?
+Paula and Layla will plan their trip together. | Choices: [future tense, past tense, present tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, plan. The verb tells you about something that is going to happen."
+"Question: What is the source of the allusion in the sentence below?
+Yesterday's tennis match was a classic David and Goliath story, with Ryan playing against his former team captain, Ivan. | Choices: [Greek mythology, the Bible] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion David and Goliath is the Bible.
+In the Bible, a young man named David slays Goliath, a giant and champion warrior, using nothing more than a sling and a stone.
+The allusion David and Goliath means involving unequal rivals."
+"Question: Select the bird. | Choices: [dwarf crocodile, human, gray crowned crane, wombat] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Birds have feathers, two wings, and a beak. | Solution: A wombat is a mammal. It has fur and feeds its young milk.
+Wombats have strong claws on their front feet. They use their claws to dig underground holes called burrows.
+A human is a mammal. It has hair and feeds its young milk.
+Humans are a type of animal called a primate. Monkeys and apes are also primates.
+A dwarf crocodile is a reptile. It has scaly, waterproof skin.
+Crocodiles hunt their prey in or near water.
+A gray crowned crane is a bird. It has feathers, two wings, and a beak.
+Cranes wade in shallow water to look for food. Cranes eat insects, worms, and plants."
+"Question: Which text uses the word random in its traditional sense? | Choices: [At the grocery store, Erin hastily grabbed fruits and vegetables at random, filling her shopping cart with a hodgepodge of food., Erin made a random trip to the grocery store, though her kitchen was already stocked with a hodgepodge of food.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses random in its traditional sense: made or occurring without a definite pattern.
+At the grocery store, Erin hastily grabbed fruits and vegetables at random, filling her shopping cart with a hodgepodge of food.
+The first text uses random in its nontraditional sense: odd or out of place.
+Erin made a random trip to the grocery store, though her kitchen was already stocked with a hodgepodge of food.
+Most style guides recommend to avoid using the nontraditional sense of the word random because it is generally considered incorrect."
+"Question: Which is a compound sentence? | Choices: [The horse isn't in the stable, so it must be in the pasture., North America is the world's third largest continent.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.
+The horse isn't in the stable, so it must be in the pasture."
+"Question: What is the mass of a full bag of groceries? | Choices: [4 kilograms, 4 grams] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a full bag of groceries is 4 kilograms.
+4 grams is too light. | Hint: Select the better estimate."
+"Question: Would you find the word from on a dictionary page with the following guide words?
+fled - fool | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since from is not between the guide words fled - fool, it would not be found on that page."
+"Question: Which object has the most thermal energy? | Choices: [a banana at a temperature of 65°F, a banana at a temperature of 63°F, a banana at a temperature of 88°F] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three bananas have the same mass but different temperatures. Since the 88°F banana is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: What does the simile in this text suggest?
+Brenda rubbed coconut oil on her hands, which were like the parched earth during a drought. | Choices: [Brenda's hands were dry and cracked., Brenda's hands were hot.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night. | Solution: The text includes a simile, using like or as to compare two things that are not actually alike.
+The simile like the parched earth during a drought suggests that Brenda's hands were dry and cracked. A drought is a period without rain; the ground during a drought can become hard and cracked."
+"Question: What do these two changes have in common?
+a piece of pizza rotting in a trashcan
+burning a marshmallow over a campfire | Choices: [Both are chemical changes., Both are caused by cooling., Both are caused by heating., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A piece of pizza rotting is a chemical change. The matter in the pizza breaks down and slowly turns into a different type of matter.
+Burning a marshmallow is a chemical change. The heat from the fire causes the type of matter in the marshmallow to change. The marshmallow becomes black and crispy.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Burning is caused by heating. But a piece of pizza rotting is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Complete the sentence.
+A () egg can grow into a seed. | Choices: [fertilized, pollinated, germinated] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Describe and construct conifer life cycles | Lecture: nan | Solution: Fertilized eggs grow into seeds. An egg cannot become a seed until after it is fertilized.
+After a female cone is pollinated, its eggs can be fertilized. Pollination is what happens when pollen sticks to a female cone. Eggs do not get pollinated.
+A seed can germinate, or begin to grow into a new plant. Eggs do not germinate."
+"Question: What information supports the conclusion that Nolan inherited this trait? | Choices: [Nolan's parents were born with straight hair. They passed down this trait to Nolan., Nolan and his father both have short hair.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Nolan has straight hair."
+"Question: Which graduation announcement is more formal? | Choices: [Nicholas Gupta is graduating, and we couldn't be more proud!, We are proud to announce the graduation of Nicholas Gupta.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second graduation announcement is more formal. It uses more ceremonious language (proud to announce). The other graduation announcement uses more conversational language (we couldn't be more proud!)."
+"Question: Which figure of speech is used in this text?
+Cindy's Bistro used to be a great place to go for a delicious and carefully prepared dinner, but nobody goes there anymore: it's too crowded. | Choices: [paradox, apostrophe] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Nobody goes there anymore: it's too crowded at first appears to be contradictory, because if no one goes to the restaurant, then the restaurant should be empty, not crowded. However, it contains some truth: if a restaurant is frequently perceived to be too crowded, many people will no longer want to go there."
+"Question: Is the following trait inherited or acquired?
+Pete plays soccer. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play soccer. Instead, some people learn how to play soccer. Playing the sport takes practice. So, playing soccer is an acquired trait."
+"Question: Select the invertebrate. | Choices: [green sea turtle, sparrow, koala, locust] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A green sea turtle is a reptile. Like other reptiles, a green sea turtle is a vertebrate. It has a backbone.
+A sparrow is a bird. Like other birds, a sparrow is a vertebrate. It has a backbone.
+A locust is an insect. Like other insects, a locust is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A koala is a mammal. Like other mammals, a koala is a vertebrate. It has a backbone. | Hint: Hint: Insects, spiders, and worms are invertebrates."
+"Question: Which figure of speech is used in this text?
+When Carly first joined the track team, she was afraid of jumping, but she got over that hurdle. | Choices: [verbal irony, pun] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses a pun, a word or phrase that humorously suggests more than one meaning.
+Hurdle refers to an obstacle that one must overcome. It also refers to an object that a runner jumps over."
+"Question: What kind of sentence is this?
+Does Kira have any hobbies? | Choices: [exclamatory, interrogative] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: Would you find the word brook on a dictionary page with the following guide words?
+beaver - bless | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since brook is not between the guide words beaver - bless, it would not be found on that page."
+"Question: Is the following trait inherited or acquired?
+Erica has naturally brown hair. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Humans do not choose their natural hair color. Instead, children get their natural hair color from their parents. So, Erica's hair color is an inherited trait. | Hint: Hint: Some people dye their hair. But this does not change their natural hair color."
+"Question: What does the simile in this text suggest?
+Isabelle rubbed coconut oil on her hands, which were like the parched earth during a drought. | Choices: [Isabelle was baking something., Isabelle's hands were dry and cracked.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night. | Solution: The text includes a simile, using like or as to compare two things that are not actually alike.
+The simile like the parched earth during a drought suggests that Isabelle's hands were dry and cracked. A drought is a period without rain; the ground during a drought can become hard and cracked."
+"Question: What does the idiom in this text suggest?
+""Speak of the devil!"" Reagan declared when Elijah strolled into the room. | Choices: [Reagan had just been speaking about Elijah., Reagan didn't trust Elijah.] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom speak of the devil suggests that Reagan had just been speaking about Elijah. People say this when the person they've just been speaking about coincidentally arrives, as if summoned."
+"Question: Which change best matches the sentence?
+Pieces of rock are picked up and carried by the ice in a glacier. | Choices: [drought, erosion, deposition] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: Classify changes to Earth's surface II | Lecture: nan | Solution: nan"
+"Question: Is the following trait inherited or acquired?
+Devin plays soccer. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play soccer. Instead, some people learn how to play soccer. Playing the sport takes practice. So, playing soccer is an acquired trait. | Hint: Hint: Playing soccer takes practice."
+"Question: Look at the word. Does it have a closed syllable or an open syllable?
+be | Choices: [open, closed] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: word-study | Skill: Is the syllable open or closed? | Lecture: Words are made up of syllables. Two kinds of syllables are closed and open.
+A closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.
+desk: short e
+kit / ten: short i / short e
+An open syllable ends with one vowel. It usually has a long vowel sound.
+go: long o
+he / ro: long e / long o
+Some open syllables end with y. The y makes a long e sound or a long i sound.
+sky: long i
+ba / by: long a / long e | Solution: The word be ends with a vowel and has a long vowel sound. So, it has an open syllable."
+"Question: Which tense does the sentence use?
+I tell Lillian my opinions about her music. | Choices: [past tense, present tense, future tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, tell. The verb tells you about something that is true or happening now."
+"Question: Is the following trait inherited or acquired?
+Natalie has a scar on her left knee. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: The donkeys move the carts at the same speed. Which cart is pulled with a larger force? | Choices: [a cart holding 95 pounds, a cart holding 61 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the cart that is heavier.
+A cart holding 95 pounds is heavier than a cart holding 61 pounds. So, the cart holding 95 pounds needs a larger force to start moving at the same speed as the other cart. | Hint: Two donkeys pull carts from the farmhouse to the yard. The carts are the same. Each cart is holding different tools."
+"Question: Is a pair of sunglasses a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a pair of sunglasses is a good or a service, ask these questions:
+Is a pair of sunglasses something you can touch? Yes.
+Is a pair of sunglasses a job you might pay someone else to do? No.
+So, a pair of sunglasses is a good."
+"Question: How long is a long-distance running race? | Choices: [26 kilometers, 26 millimeters, 26 centimeters, 26 meters] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a long-distance running race is 26 kilometers.
+26 millimeters, 26 centimeters, and 26 meters are all too short. | Hint: Select the best estimate."
+"Question: Would you find the word monkey on a dictionary page with the following guide words?
+material - museum | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since monkey is between the guide words material - museum, it would be found on that page."
+"Question: Does the sentence use a simile or a metaphor?
+The football soared through the air like a rocket. | Choices: [metaphor, simile] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: The football soared through the air like a rocket.
+The words football and rocket are compared using the word like. So, the sentence uses a simile."
+"Question: Is this a sentence fragment?
+Derailed by miscommunication and a lack of funding, Grayson and Erik's new business venture. | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify sentence fragments | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A sentence fragment is a group of words that does not express a complete thought.
+Rehearsing daily because we have a concert in two weeks.
+This fragment is missing a subject. It doesn't tell who is rehearsing.
+The band I'm in.
+This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
+Because we have a concert in two weeks.
+This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | Solution: This is a sentence fragment. It does not express a complete thought.
+Derailed by miscommunication and a lack of funding, Grayson and Erik's new business venture.
+Here is one way to fix the sentence fragment:
+Grayson and Erik's new business venture has been derailed by miscommunication and a lack of funding."
+"Question: Is the following trait inherited or acquired?
+Kayla can ride a bicycle. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to ride a bicycle. Instead, many people learn how to ride. So, riding a bicycle is an acquired trait."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her grammar and mechanics?
+Found in the icy waters of the Arctic Ocean the narwhal is a species of whale with a long tusk. Generally, only males have tusks but occasionally females may develop them. The tusks grow up to nine feet long and weigh more than twenty pounds. Researchers aren't exactly sure why narwhals grow these tusks. They might be used to fight other males, to impress females or to help the creatures detect changes in their environment. | Choices: [by fixing misplaced modifiers, by fixing run-on sentences, by adding missing commas] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her grammar and mechanics by adding missing commas.
+For example, the writer could add commas in the underlined sentences to follow an introductory phrase, to separate the clauses of a compound sentence, and to separate items in a series.
+Found in the icy waters of the Arctic Ocean the narwhal is a species of whale with a long tusk. Generally, only males have tusks but occasionally females may develop them. The tusks grow up to nine feet long and weigh more than twenty pounds. Researchers aren't exactly sure why narwhals grow these tusks. They might be used to fight other males, to impress females or to help the creatures detect changes in their environment."
+"Question: Compare the motion of two gray whales. Which gray whale was moving at a higher speed? | Choices: [a gray whale that moved 55kilometers in 10hours, a gray whale that moved 35kilometers in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each gray whale moved and the time it took to move that distance.
+One gray whale moved 55 kilometers in 10 hours.
+The other gray whale moved 35 kilometers in 10 hours.
+Notice that each gray whale spent the same amount of time moving. The gray whale that moved 55 kilometers moved a farther distance in that time. So, that gray whale must have moved at a higher speed."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her sentence fluency?
+Our school needs to serve better food for lunch. Our lunches should be delicious. Our lunches should be nutritious. Our lunches should be satisfying. One way to achieve this would be to have a salad bar available. Salad bars can contain far more than just lettuce. Fresh fruits can be included in a salad bar. Fresh vegetables can be included. Different kinds of meats and cheeses can be included, too. Even pasta can be stocked in a salad bar. With these healthy options, students can make their own tasty lunches. | Choices: [by combining sentences containing related information, by using shorter sentences] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her sentence fluency by combining sentences containing related information.
+For example, the writer could combine the underlined groups of sentences into sentences like Our lunches should be delicious, nutritious, and satisfying and Fresh fruits, fresh vegetables, and different kinds of meats and cheeses can be included in a salad bar.
+Our school needs to serve better food for lunch. Our lunches should be delicious. Our lunches should be nutritious. Our lunches should be satisfying. One way to achieve this would be to have a salad bar available. Salad bars can contain far more than just lettuce. Fresh fruits can be included in a salad bar. Fresh vegetables can be included. Different kinds of meats and cheeses can be included, too. Even pasta can be stocked in a salad bar. With these healthy options, students can make their own tasty lunches."
+"Question: What is the source of the allusion in the sentence below?
+Much to our shock, Stefan chose to turn the other cheek when Nicole insulted him in a meeting. | Choices: [the Bible, U.S. history] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion turn the other cheek is the Bible.
+In the Bible, Jesus counsels his followers to resist retaliation. He says that if they are struck on the right cheek, they shouldn't lash out; instead, they should turn the other cheek toward their attacker.
+The allusion turn the other cheek means to respond without aggression."
+"Question: Which object has the least thermal energy? | Choices: [a metal paper clip at a temperature of 70°F, a metal paper clip at a temperature of 56°F, a metal paper clip at a temperature of 55°F] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: All three metal paper clips have the same mass but different temperatures. Since the 55°F paper clip is the coldest, it has the least thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Complete the sentence.
+Making jam is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Making jam is a chemical change. It involves mixing fruit, sugar, and a substance called pectin.
+When these ingredients are mixed and cooked, the chemical bonds in their molecules are broken. The atoms then link together to form different molecules that make up the jam."
+"Question: Select the reptile. | Choices: [salmon, human, green chameleon, piranha] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Reptiles have scaly, waterproof skin. Most reptiles live on land. | Solution: A green chameleon is a reptile. It has scaly, waterproof skin.
+Chameleons eat insects. They use their long, sticky tongues to catch their prey.
+A human is a mammal. It has hair and feeds its young milk.
+Humans are a type of animal called a primate. Monkeys and apes are also primates.
+A salmon is a fish. It lives underwater. It has fins, not limbs.
+Unlike most other fish, salmon can live in both fresh water and salt water.
+A piranha is a fish. It lives underwater. It has fins, not limbs.
+Piranhas have sharp teeth. Piranhas hunt in groups. A group of piranhas can eat a large animal."
+"Question: Which organ releases carbon dioxide from the body? | Choices: [heart, brain, muscles, lungs] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Human organs and their functions | Lecture: nan | Solution: nan"
+"Question: Select the one true statement. | Choices: [The Golgi directs cell activities by sending instructions to different parts of an animal cell., The cell wall makes a plant cell strong and rigid., An animal cell has a cell wall but not chloroplasts.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Compare cells and cell parts | Lecture: nan | Solution: nan"
+"Question: What do these two changes have in common?
+cutting an apple
+ice melting in a glass | Choices: [Both are only physical changes., Both are caused by cooling., Both are chemical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Cutting an apple is a physical change. The apple gets a different shape. But it is still made of the same type of matter as the uncut apple.
+Ice melting in a glass is a change of state. So, it is a physical change. The solid ice becomes liquid, but it is still made of water. A different type of matter is not made.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Ice melting is caused by heating. But cutting an apple is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which correctly shows the title of a magazine? | Choices: [""Taste of the South"", ***Taste of the South***] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A magazine should be in italics.
+The correct title is **Taste of the South**."
+"Question: Would you find the word doubt on a dictionary page with the following guide words?
+dessert - during | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since doubt is between the guide words dessert - during, it would be found on that page."
+"Question: Is this a run-on sentence?
+First completed in 1939, the Potomac Park Levee System was installed to protect the National Mall and surrounding areas in Washington, D.C., from flooding. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.
+First completed in 1939, the Potomac Park Levee System was installed to protect the National Mall and surrounding areas in Washington, D.C., from flooding."
+"Question: What does the allusion in this text suggest?
+With the gutters clogged and water rising in the streets, Lillian, who was watching the storm from her window, commented, ""We're going to need an ark to get out of here."" | Choices: [Lillian plans to build a boat., Lillian thinks the storm will cause major flooding.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+The allusion to an ark suggests that Lillian thinks the storm will cause major flooding. In the Bible, it rains for forty days and forty nights; Noah, his family, and animals of every species survive the great flood in an ark that he builds."
+"Question: Which is a compound sentence? | Choices: [Atlantic hurricane season starts in June, but most hurricanes happen during the fall., The skier flew down the mountain at top speed.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.
+Atlantic hurricane season starts in June, but most hurricanes happen during the fall."
+"Question: Which is a compound sentence? | Choices: [Danielle will fly to India, or she will sail to Hawaii., Last year the state received more than thirty inches of snow.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction or.
+Danielle will fly to India, or she will sail to Hawaii."
+"Question: Which figure of speech is used in this text?
+Celine's Boutique claims to have ""something for everyone,"" but it is generally understood that their target market is women of a certain age. | Choices: [paradox, euphemism] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Of a certain age is an indirect and generally more polite way of referring to older people."
+"Question: Which is a compound sentence? | Choices: [Every month the mayor gives a speech to the citizens., Mr. Brady sent the email yesterday, but no one received it.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.
+Mr. Brady sent the email yesterday, but no one received it."
+"Question: What is the source of the allusion in the sentence below?
+Rudy persisted despite his friends' attempts to tell him that this was a Gordian knot. | Choices: [ancient legend, U.S. history] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Gordian knot is ancient legend.
+According to legend, Alexander the Great used his sword to slash an intricate knot by which a chariot was tied to a pole in the city of Gordium.
+The allusion Gordian knot means a highly complex problem."
+"Question: Based on this information, what is Dasher's phenotype for the coat color trait? | Choices: [a black coat, a red coat] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Dasher's genotype for the coat color gene is ll. Dasher's genotype of ll has only l alleles. The l allele is for a red coat. So, Dasher's phenotype for the coat color trait must be a red coat.
+To check this answer, consider whether Dasher's alleles are dominant or recessive. The allele for a black coat (L) is dominant over the allele for a red coat (l). This means L is a dominant allele, and l is a recessive allele.
+Dasher's genotype of ll has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Dasher's phenotype for the coat color trait must be a red coat. | Hint: In a group of cows, some individuals have a black coat and others have a red coat. In this group, the gene for the coat color trait has two alleles. The allele for a black coat (L) is dominant over the allele for a red coat (l).
+Dasher is a cow from this group. Dasher has the homozygous genotype ll for the coat color gene."
+"Question: What information supports the conclusion that Tracy acquired this trait? | Choices: [Tracy learned how to make chili from a recipe book., Tracy's friends like to make chili with her., When Tracy was young, her grandmother taught her how to cut chili peppers.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Tracy knows how to make chili."
+"Question: Complete the sentence.
+Dissolving fruit punch mix into water is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Dissolving fruit punch mix into water is a physical change. The fruit punch mix breaks into tiny pieces that are too small to see. But both the fruit punch mix and water are still made of the same type of matter as before the change."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Even after Bobby warned Eva to be careful, she dropped his handmade ceramic bowl on her foot and broke it., Even after Bobby warned Eva to be careful, she broke his handmade ceramic bowl when she dropped it on her foot.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun it could refer to his handmade ceramic bowl or her foot.
+Even after Bobby warned Eva to be careful, she dropped his handmade ceramic bowl on her foot and broke it.
+The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Even after Bobby warned Eva to be careful, she broke his handmade ceramic bowl when she dropped it on her foot."
+"Question: Would you find the word hunger on a dictionary page with the following guide words?
+harness - holly | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since hunger is not between the guide words harness - holly, it would not be found on that page."
+"Question: Which object has the most thermal energy? | Choices: [a 375-gram bath towel at a temperature of 4°C, a 375-gram bath towel at a temperature of 20°C, a 375-gram bath towel at a temperature of 25°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three bath towels have the same mass but different temperatures. Since the 25°C towel is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which logical fallacy is used in the text?
+Jada's shoes are superior, because they're made from one hundred percent snakeskin, not synthetic materials. | Choices: [appeal to nature: the assumption that natural things are always good, false causation: the assumption that because two things happened together, one caused the other] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Jada's shoes are the best, because they're made with snakeskin rather than synthetic materials. However, even though the shoes are made from snakes, that doesn't necessarily mean that they are better. This illustrates a type of logical fallacy known as an appeal to nature."
+"Question: Would you find the word ten on a dictionary page with the following guide words?
+tired - trestle | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since ten is not between the guide words tired - trestle, it would not be found on that page."
+"Question: What does this Works Cited entry indicate about the cited work?
+Jain, Nikhil. ""The Ten Most Important Young Artists of the Year."" Message to Zachary Gorski. 11 Feb. 2015. E-mail. | Choices: [It is a web page., It is an email., It is a magazine article.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: reference-skills | Skill: Understand a Works Cited entry (MLA 7th edition) | Lecture: When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.
+Below are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.
+Books:
+Format | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.
+Example | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.
+Essays, short stories, or poems in an anthology or book:
+Format | Author(s). ""Essay, Poem, or Short Story Title."" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.
+Example | James, Henry. ""The Middle Years."" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.
+Magazine and newspaper articles:
+Format | Author(s). ""Article Title."" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.
+Example | Hayes, David J., and James H. Stock. ""The Real Cost of Coal."" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.
+Journal articles:
+Format | Author(s). ""Article Title."" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.
+Example | Gillette, Jane, et al. ""Human Simulations of Vocabulary Learning."" Cognition 73.2 (1999): 135-176. Print.
+Web pages:
+Format | Author(s). ""Page Title."" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.
+Example | Gunn, Janelle P., and Lauren E. Owens. ""How to Slash Sodium from Your Diet."" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.
+Additional guidelines:
+Author Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by ""et al.,"" which stands for and others (e.g., Smith, Jane, et al.).
+Medium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are ""Print"" and ""Web,"" but other possibilities include ""Film,"" ""E-mail,"" and ""Lecture."" Whenever the Medium of Publication is ""Web,"" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.
+Editors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. ""Ed."" stands for edited by. ""Trans."" stands for translated by.
+Missing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation ""n. pag."" is used instead. If a work has no available publication date, the abbreviation ""n.d."" is used instead. If a work has no available publisher or no available city of publication, the abbreviation ""n.p."" is used instead.
+ | Solution: Look closely at the Works Cited entry:
+Jain, Nikhil. ""The Ten Most Important Young Artists of the Year."" Message to Zachary Gorski. 11 Feb. 2015. E-mail.
+You can tell that the cited work is an email because ""E-mail"" is listed as the medium of publication."
+"Question: Which type of sentence is this?
+Lorraine Hansberry wrote the widely acclaimed 1959 Broadway play A Raisin in the Sun, and her accomplishment opened the door for other African American playwrights. | Choices: [compound, complex, simple, compound-complex] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+Lorraine Hansberry wrote the widely acclaimed 1959 Broadway play A Raisin in the Sun, and her accomplishment opened the door for other African American playwrights."
+"Question: Select the one animal that has all of the reptile traits listed above. | Choices: [Western rattlesnakes have scaly, waterproof skin. They can use their fangs to inject venom into their prey. Western rattlesnakes lay eggs with shells and are usually found in dry areas., Thresher sharks hatch from eggs with no shells. They have a long tail and fins. They can use their tail to hit and stun their prey. Thresher sharks live in salt water.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Reptiles have the following traits:
+They have scaly, waterproof skin.
+They make eggs with shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A thresher shark has the following traits:
+It has fins, not limbs.
+It makes eggs with no shells.
+A thresher shark does not have all of the traits of a reptile. A thresher shark is a fish.
+A western rattlesnake has the following traits:
+It has scaly, waterproof skin.
+It makes eggs with shells.
+A western rattlesnake has the traits of a reptile. A western rattlesnake is a reptile. | Hint: Reptiles are a group of animals with similar traits. The following traits can be used to identify reptiles:
+They have scaly, waterproof skin.
+They make eggs with shells. Observe the animals and read the descriptions."
+"Question: Assume all other forces on Jim are balanced. Which statement describes the forces on Jim? | Choices: [The forces are balanced, so there is no net force on Jim., The forces are unbalanced, so there is a net force on Jim.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Balanced and unbalanced forces | Lecture: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
+When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
+When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | Solution: To determine if there is a net force on Jim, look at the forces:
+Earth's gravity is pulling Jim down with a force of 400 N.
+The diving board is pushing Jim up with a force of 400 N.
+The forces are in opposite directions, and the forces have the same magnitude: 400 N. This means that the forces are balanced, so there is no net force on Jim. | Hint: Jim is standing on a diving board at the pool. Earth's gravity is pulling down on Jim with a force of 400N. The diving board is pushing up on Jim with a force of 400N."
+"Question: What information supports the conclusion that Nicholas acquired this trait? | Choices: [Nicholas's scar is on his left knee. His mother also has a scar on her left knee., Nicholas's scar was caused by an accident. He cut his leg when he fell off his skateboard., Nicholas's brother has scars on both of his knees.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Nicholas has a scar on his left knee."
+"Question: Which figure of speech is used in this text?
+It's an open secret that Jamie is writing a book based on his experiences living in Singapore. He never talks about it, but almost all his friends know. | Choices: [hyperbole, oxymoron] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Open secret is a contradiction, because open describes something that is freely or publicly known, and a secret is hidden."
+"Question: Suppose Tammy decides to borrow the book from the library. Which result would be a cost? | Choices: [Tammy will give up the chance to keep the book as long as she wants., Tammy will save some money by not buying the book.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Tammy wants or needs:
+Tammy will give up the chance to keep the book as long as she wants. | Hint: Tammy is deciding whether to buy a copy of a book or borrow it from the library. She would like to be able to keep the book as long as she wants, but buying the book would cost money. She could borrow the book for free, but she would have to return it in a few weeks."
+"Question: How long is an ice skate? | Choices: [14 yards, 14 miles, 14 inches, 14 feet] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of an ice skate is 14 inches.
+14 feet, 14 yards, and 14 miles are all too long. | Hint: Select the best estimate."
+"Question: What do these two changes have in common?
+breaking a piece of glass
+molding clay into the shape of a pot | Choices: [Both are only physical changes., Both are caused by cooling., Both are chemical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Breaking a piece of glass is a physical change. The glass gets broken into pieces. But each piece is still made of the same type of matter.
+Molding clay into the shape of a pot is a physical change. The clay gets a different shape. But it is made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which tense does the sentence use?
+Uncle Brody will cook dinner for us. | Choices: [future tense, past tense, present tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, cook. The verb tells you about something that is going to happen."
+"Question: How long is a school bus? | Choices: [15 meters, 15 centimeters] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?
+The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.
+There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.
+There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. | Solution: The better estimate for the length of a school bus is 15 meters.
+15 centimeters is too short. | Hint: Select the better estimate."
+"Question: Would you find the word whiskers on a dictionary page with the following guide words?
+waste - write | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since whiskers is between the guide words waste - write, it would be found on that page."
+"Question: Which is a compound sentence? | Choices: [On the ferry to Ellis Island, Maggie took a photograph, and now it's sitting in a frame on her dresser at home., According to many scholars, the 1798 publication of Lyrical Ballads by Samuel Taylor Coleridge and William Wordsworth began the romantic period in English literature.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction and.
+On the ferry to Ellis Island, Maggie took a photograph, and now it's sitting in a frame on her dresser at home."
+"Question: What is the source of the allusion in the sentence below?
+When I learned the details of Vicky's Faustian bargain, I was in disbelief. | Choices: [history, literature] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Faustian bargain is literature.
+In a play by Christopher Marlowe based on the legend of Faust, a man strikes a deal with the devil. Disregarding the long-term consequences of his actions, he sells his soul in exchange for power.
+The allusion Faustian bargain means a compromise of one's values for personal gain."
+"Question: Which is a compound sentence? | Choices: [Mr. Clarke cleans the chimney, and Mrs. Clarke washes the car., Before practice the basketball players stretch on the floor.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction and.
+Mr. Clarke cleans the chimney, and Mrs. Clarke washes the car."
+"Question: Which logical fallacy is used in the text?
+In this election, we've seen the highest voter turnout ever recorded. If you have any doubts about Tommy Lynch's qualifications, just look at how many people have come out to vote for him. | Choices: [bandwagon fallacy: the assumption that the popular choice is automatically correct, hasty generalization: a very broad claim based on very little evidence] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Tommy Lynch is the most qualified candidate, because so many voters turned out to vote. However, even though many people voted for him, that doesn't necessarily mean that Tommy Lynch is the most qualified candidate. This illustrates a type of logical fallacy known as the bandwagon fallacy."
+"Question: Which is a compound sentence? | Choices: [The fisherman caught fifteen trout, but they were all too small to keep., Every month the mayor gives a speech to the citizens.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.
+The fisherman caught fifteen trout, but they were all too small to keep."
+"Question: What does the hyperbole in this text suggest?
+At that time Bogotá was a remote, lugubrious city where an insomniac rain had been falling since the beginning of the 16th century.
+—Gabriel Garcia Marquez, Living to Tell the Tale, translated by Edith Grossman | Choices: [It rained in Bogotá for hundreds of years., It rained frequently and for long periods of time in Bogotá.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode! | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+The hyperbole an insomniac rain had been falling since the beginning of the 16 th century suggests that it rained frequently and for long periods of time in Bogotá. It was not literally raining non-stop for centuries."
+"Question: Which change best matches the sentence?
+A natural area, such as a forest or a grassland, catches fire and burns. | Choices: [earthquake, flood, wildfire] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: Classify changes to Earth's surface I | Lecture: nan | Solution: nan"
+"Question: What do these two changes have in common?
+cooking an egg
+baking a loaf of bread | Choices: [Both are only physical changes., Both are caused by cooling., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Cooking an egg is a chemical change. The heat causes the matter in the egg to change. Cooked egg and raw egg are different types of matter.
+Baking a loaf of bread is a chemical change. The type of matter in the dough changes when it is baked. The dough turns into bread!
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which greeting is correct for a letter? | Choices: [Dear grandma rebecca,, Dear Grandma Rebecca,] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Grandma Rebecca is capitalized because it is a proper noun."
+"Question: Compare the motion of three cars. Which car was moving at the lowest speed? | Choices: [a car that moved 530miles north in 10hours, a car that moved 270miles east in 10hours, a car that moved 585miles south in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each car moved and the time it took to move that distance. The direction each car moved does not affect its speed.
+Notice that each car moved for 10 hours. The car that moved 270 miles moved the shortest distance in that time. So, that car must have moved at the lowest speed."
+"Question: Which logical fallacy is used in the text?
+I can't believe you'd hire Bob Humphrey to watch your dog! Did you know that his friend adopted a dog but then took it back to the shelter after just one week? | Choices: [guilt by association: a negative association intended to discredit someone or something, bandwagon fallacy: the assumption that the popular choice is automatically correct] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Bob must be an irresponsible dog owner, because his friend was an irresponsible dog owner. However, even though Bob's friend was irresponsible, that doesn't necessarily mean that Bob is also irresponsible. This illustrates a type of logical fallacy known as guilt by association."
+"Question: What does the hyperbole in this text suggest?
+After he finished the marathon, Malik collapsed into a chair and declared that he could no longer move a single muscle. | Choices: [Malik became paralyzed., Malik was very tired and sore.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Interpret the figure of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode! | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+The hyperbole could no longer move a single muscle suggests that Malik was very tired and sore. His muscles were not literally incapable of moving."
+"Question: Which word does not rhyme? | Choices: [wide, hide, time] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words wide and hide rhyme. They both end with the ide sound.
+The word time does not rhyme. It ends with a different sound."
+"Question: Which tense does the sentence use?
+Dad will clean the baby's bottle. | Choices: [past tense, present tense, future tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, clean. The verb tells you about something that is going to happen."
+"Question: What information supports the conclusion that Janice acquired this trait? | Choices: [Janice likes to photograph birds at the zoo., Janice was not born knowing how to identify different bird calls. She had to learn this skill.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Janice is good at identifying birds from their calls."
+"Question: Which tense does the sentence use?
+Owen opens the big box. | Choices: [past tense, future tense, present tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, opens. The verb ends in -s and tells you about something that is true or happening now."
+"Question: What information supports the conclusion that Vicky inherited this trait? | Choices: [Vicky's parents have red hair. They passed down this trait to Vicky., Vicky and her mother both wear their hair in braids.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Vicky has red hair."
+"Question: Is a flute a good or a service? | Choices: [a service, a good] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a flute is a good or a service, ask these questions:
+Is a flute something you can touch? Yes.
+Is a flute a job you might pay someone else to do? No.
+So, a flute is a good."
+"Question: What do these two changes have in common?
+picking up a paper clip with a magnet
+water freezing into ice | Choices: [Both are caused by cooling., Both are caused by heating., Both are only physical changes., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Picking up a paper clip with a magnet is a physical change. The paper clip sticks to the magnet, but it is still made of the same type of matter.
+Water freezing into ice is a change of state. So, it is a physical change. The water changes from solid to liquid. But the ice is still made of the same type of matter as the liquid water.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Water freezing is caused by cooling. But picking up a paper clip with a magnet is not."
+"Question: Which correctly shows the title of a movie? | Choices: [how Green Was My Valley, How Green Was My Valley] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between.
+The correct title is How Green Was My Valley."
+"Question: Based on this information, what is this tomato plant's genotype for the fruit color gene? | Choices: [ff, yellow fruit] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. The tomato plant has two alleles for yellow fruit (f). So, the plant's genotype for the fruit color gene is ff. | Hint: In a group of tomato plants, some individuals have red fruit and others have yellow fruit. In this group, the gene for the fruit color trait has two alleles. The allele F is for red fruit, and the allele f is for yellow fruit.
+A certain tomato plant from this group has yellow fruit. This plant has two alleles for yellow fruit."
+"Question: Which logical fallacy is used in the text?
+Senator Quinn announced today that she plans to cut funding to early childhood education programs. The last thing we need is a government official who hates children! | Choices: [straw man: a misrepresentation of an opponent's position that makes it easier to argue against, bandwagon fallacy: the assumption that the popular choice is automatically correct] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Senator Quinn hates children, because she wants to cut education funding. However, the fact that Senator Quinn wants to cut education funding doesn't necessarily suggest that she hates children. This illustrates a type of logical fallacy known as a straw man."
+"Question: What information supports the conclusion that Amy acquired this trait? | Choices: [Amy knows how to polish her cello., Amy learned how to play the cello in music class., Amy and her father play the cello together.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Amy can play the cello."
+"Question: Which is the softest? | Choices: [wood canoe, styrofoam packing peanuts, plastic ball] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Soft is a property. A soft material changes shape when pressed or squeezed.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the styrofoam packing peanuts are the softest. If you squeeze styrofoam packing peanuts, they will change shape."
+"Question: Which logical fallacy is used in the text?
+Mom, I know you're upset that I went over my cell limit this month. The important issue here, though, is that I got an A on my algebra exam. | Choices: [red herring: the use of a completely unrelated topic or idea, circular reasoning: an argument that supports a claim with the claim itself] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that performance on an exam and cell phone usage are associated events. However, these two events are not actually related. This illustrates a type of logical fallacy known as a red herring."
+"Question: Which statement describes the boy's motion? | Choices: [The boy has a constant velocity., The boy is accelerating.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Identify whether objects are accelerating | Lecture: An object's velocity describes its speed and its direction.
+An object has a constant velocity when neither its speed nor its direction is changing. So, an object has a constant velocity when the object is:
+moving in a straight line at a constant speed, or
+remaining motionless.
+If an object does not have a constant velocity, the object is accelerating. An object is accelerating when either its speed or its direction is changing. So, an object is accelerating when the object is:
+speeding up,
+slowing down, or
+changing direction. | Solution: The boy is remaining motionless. So, the boy has a constant velocity. | Hint: A boy is lying still in his bed as he sleeps through the night."
+"Question: Does this passage describe the weather or the climate?
+Donald noticed that the sky was filled with cumulus clouds every day last week. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Donald noticed that the sky was filled with cumulus clouds every day last week.
+This passage tells you about the clouds Donald saw last week. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Which logical fallacy is used in the text?
+Megan has no school spirit—she never comes to any of our football games. | Choices: [false dichotomy: an argument that presents only two choices when more options exist, appeal to nature: the assumption that natural things are always good] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Megan doesn't have school spirit, because she doesn't go to football games. However, there may be a number of reasons why Megan doesn't go to football games. This illustrates a type of logical fallacy known as a false dichotomy."
+"Question: What information supports the conclusion that Martha acquired this trait? | Choices: [Martha's scar is on her right elbow. Her father also has a scar on his right elbow., Martha's sister has a bruise from falling on her elbow., Martha's scar was caused by an accident. She cut her arm when she fell off her bicycle.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Martha has a scar on her right elbow."
+"Question: What kind of sentence is this?
+I can't believe this is Aisha's first time seeing the Pacific Ocean! | Choices: [interrogative, exclamatory, declarative] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence."
+"Question: Which word does not rhyme? | Choices: [black, back, duck] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the same sound.
+The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
+The words tip and meet don't rhyme. They end with different sounds. | Solution: The words back and black rhyme. They both end with the ack sound.
+The word duck does not rhyme. It ends with a different sound."
+"Question: What do these two changes have in common?
+butter melting on a hot day
+grilling a hamburger | Choices: [Both are chemical changes., Both are only physical changes., Both are caused by heating., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Butter melting on a hot day is a change of state. So, it is a physical change. The butter changes from solid to liquid, but it is still made of the same type of matter.
+Grilling a hamburger is a chemical change. Heat from the grill causes the matter in the meat to change. Cooked meat and raw meat are different types of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Butter melting on a hot day is a physical change. But grilling a hamburger is not.
+Both are chemical changes.
+Grilling a hamburger is a chemical change. But butter melting on a hot day is not.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which figure of speech is used in this text?
+Devin and Abby have trouble working on projects together. Although Abby is very sociable and friendly, she's not exactly a team player. | Choices: [euphemism, oxymoron] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Not exactly a team player is an indirect way of saying that someone doesn't work well with others."
+"Question: What information supports the conclusion that Chandler acquired this trait? | Choices: [Chandler knits sweaters using cotton, wool, and other types of yarn., Chandler learned how to knit in an after school program.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Chandler knows how to knit sweaters."
+"Question: Does this passage describe the weather or the climate?
+Jennifer noticed that the sky was filled with cumulus clouds every day last week. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Jennifer noticed that the sky was filled with cumulus clouds every day last week.
+This passage tells you about the clouds Jennifer saw last week. It describes the atmosphere at a certain place and time. So, this passage describes the weather."
+"Question: Which object has more thermal energy? | Choices: [a 300-gram rock at a temperature of 120°F, a 300-gram rock at a temperature of 145°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two rocks have the same mass but different temperatures. Since the 145°F rock is hotter than the 120°F rock, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which text uses the word ironic in its traditional sense? | Choices: [Last winter, Derek took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week., Last winter, Derek took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses ironic in its traditional sense: contrary to what was intended, often in an amusing way. It's ironic because Derek tried to get away from the snow but found himself in a snowstorm regardless.
+Last winter, Derek took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week.
+The first text uses ironic in its nontraditional sense: marked by coincidence. It was a coincidence that Derek's friends were in Florida the week before.
+Last winter, Derek took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.
+Most style guides recommend to avoid using the nontraditional sense of the word ironic because it is generally considered incorrect."
+"Question: Complete the statement. Assume that the sled's mass did not change.
+The gravitational potential energy stored between the sled and Earth () as Erin rode down the hill. | Choices: [stayed the same, decreased, increased] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the sled and the center of Earth changed.
+The bottom of the hill was lower than the point where Erin started sledding. As Erin rode toward the bottom of the hill, the distance between the sled and the center of Earth decreased. So, the gravitational potential energy stored between the sled and Earth decreased as Erin rode down the hill. | Hint: Read the text about an object in motion.
+On a snowy day, Erin rode her sled down a big hill."
+"Question: Does this passage describe the weather or the climate?
+Where Jackson lives, winds blowing from the northeast are rare in July. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Where Jackson lives, winds blowing from the northeast are rare in July.
+This passage tells you about the usual wind pattern where Jackson lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Which word would you find on a dictionary page with the following guide words?
+pecan - prospect | Choices: [pantry, place] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since place is between the guide words pecan - prospect, it would be found on that page."
+"Question: Which greeting is correct for a letter? | Choices: [Dear grandma emma,, Dear Grandma Emma,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Grandma Emma is capitalized because it is a proper noun."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Mrs. Serrano,, Dear Mrs. serrano,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Mrs. Serrano is capitalized because it is a proper noun."
+"Question: What information supports the conclusion that Hunter acquired this trait? | Choices: [Hunter's scar is on his left knee. His mother also has a scar on her left knee., Hunter's scar was caused by an accident. He cut his leg when he fell off his skateboard., Hunter's brother has scars on both of his knees.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Hunter has a scar on his left knee."
+"Question: Does this passage describe the weather or the climate?
+The wind was blowing from the west in Ensenada, Mexico, last week. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+The wind was blowing from the west in Ensenada, Mexico, last week.
+This passage tells you about the wind direction in Ensenada last week. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Select the living thing. | Choices: [apple tree, backpack] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. Living things use this energy to grow and change. All living things grow and change during their lives.
+All living things sense changes in the world around them. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: An apple tree is a living thing.
+Apple trees grow and respond to the world around them. They need food and water.
+Apple trees are plants. They make their own food using water, carbon dioxide, and energy from sunlight.
+A backpack is not a living thing.
+Backpacks do not have all of the traits of living things. They do not grow or respond to the world around them. They do not need food or water."
+"Question: What kind of sentence is this?
+I can't believe this is Kendra's first time seeing the Pacific Ocean! | Choices: [interrogative, exclamatory, declarative] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence."
+"Question: How long is a pen? | Choices: [8 feet, 8 yards, 8 miles, 8 inches] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a pen is 8 inches.
+8 feet, 8 yards, and 8 miles are all too long. | Hint: Select the best estimate."
+"Question: Which logical fallacy is used in the text?
+Don't be deceived by Susan McKee's articles on rural, blue-collar workers. Her husband is a fancy investment banker, so she can't possibly understand their situation. | Choices: [guilt by association: a negative association intended to discredit someone or something, straw man: a misrepresentation of an opponent's position that makes it easier to argue against, bandwagon fallacy: the assumption that the popular choice is automatically correct] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Susan McKee can't understand rural, blue-collar workers because she is associated with an urban newspaper. However, where Susan works doesn't necessarily indicate anything about her ability to empathize. This illustrates a type of logical fallacy known as guilt by association."
+"Question: Answer the riddle.
+You may hear me at school.
+You may see me on a bike.
+I make a ringing noise.
+What am I? | Choices: [a bell, a song] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: vocabulary | Skill: What am I? | Lecture: nan | Solution: You may hear a bell at school.
+You may see a bell on a bike.
+A bell makes a ringing noise."
+"Question: What do these two changes have in common?
+a copper statue turning green
+compost rotting | Choices: [Both are caused by heating., Both are caused by cooling., Both are chemical changes., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A copper statue turning green is a chemical change. The copper reacts with oxygen in the air. This reaction forms a different type of matter called copper oxide. The copper oxide is green.
+Compost forms from the remains of plants and animals, such as vegetable scraps and egg shells. Compost rotting is a chemical change. As the compost rots, it breaks down and turns into a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which phrase has a more negative connotation? | Choices: [an animal, a beast] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: A beast has a more negative connotation. A beast is a dangerous wild animal."
+"Question: Which text uses the word nauseous in its traditional sense? | Choices: [Everyone seemed to enjoy the magnolia-scented candle, but it made Jake feel rather nauseous., Everyone seemed to enjoy the magnolia-scented candle, but Jake found the smell rather nauseous.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses nauseous in its traditional sense: causing disgust or nausea.
+Everyone seemed to enjoy the magnolia-scented candle, but Jake found the smell rather nauseous.
+The first text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.
+Everyone seemed to enjoy the magnolia-scented candle, but it made Jake feel rather nauseous.
+Most style guides recommend to use the traditional sense of the word nauseous because it is considered more standard."
+"Question: Which tense does the sentence use?
+Mr. Griffith signed his name on the letter. | Choices: [past tense, present tense, future tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, signed. The verb ends in -ed and tells you about something that has already happened."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Tom, did you ask the nurses if the flu vaccination is available yet?, Tom, did you ask them if the flu vaccination is available yet?] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun them is used without its antecedent.
+The second answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the nurses.
+Tom, did you ask the nurses if the flu vaccination is available yet?"
+"Question: Which figure of speech is used in this text?
+Darell's room is as tidy as an overgrown garden. | Choices: [pun, verbal irony] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As tidy as an overgrown garden shows verbal irony because an overgrown garden is not tidy."
+"Question: Which tense does the sentence use?
+The herd of wild horses will travel together. | Choices: [future tense, present tense, past tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, travel. The verb tells you about something that is going to happen."
+"Question: Using only these supplies, which question can Anita investigate with an experiment? | Choices: [When placed in the sun, does a glass jar wrapped in cotton heat up more than a glass jar wrapped in wool?, When placed in the sun, does a glass jar wrapped in a black cotton shirt heat up more than a glass jar wrapped in a white cotton shirt?, When wrapped in a cotton shirt and placed in the sun, does a large jar or a small jar heat up more?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Anita is outside with her friend on a sunny day. Anita is wearing a light-colored shirt, and she notices that she feels colder than her friend, who is wearing a dark shirt. She wonders what factors affect how fabric warms an object. So, she decides to design an experiment. She has the following supplies available:
+a black cotton shirt
+a white cotton shirt
+two identical empty glass jars
+two thermometers"
+"Question: Select the elementary substance. | Choices: [sulfur dioxide (SO2), titanium (Ti), silane (SiH4)] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Identify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for sulfur dioxide contains two symbols: S for sulfur and O for oxygen. So, sulfur dioxide is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, sulfur dioxide is a compound, not an elementary substance. The chemical formula for silane contains two symbols: Si for silicon and H for hydrogen. So, silane is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, silane is a compound, not an elementary substance. The chemical formula for titanium contains one symbol: Ti. So, titanium is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, titanium is an elementary substance."
+"Question: Complete the statement.
+Xenon is (). | Choices: [an elementary substance, a compound] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: You can tell whether xenon is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for xenon is Xe. This formula contains one symbol: Xe. So, the formula tells you that xenon is made of one chemical element.
+Substances made of only one chemical element are elementary substances. So, xenon is an elementary substance. | Hint: Xenon is a gas used in lamps that produce a bright white light. The chemical formula for xenon is Xe."
+"Question: What is the volume of a watering can? | Choices: [8 liters, 8 milliliters] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a watering can is 8 liters.
+8 milliliters is too little. | Hint: Select the better estimate."
+"Question: What kind of sentence is this?
+When did Marie Curie win the Nobel Prize? | Choices: [imperative, interrogative, declarative] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement and always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An interrogative sentence asks a question and always ends with a question mark.
+Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
+An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence asks a question and ends with a question mark. It is an interrogative sentence."
+"Question: How long is a walk across Central Park in New York City? | Choices: [3 yards, 3 inches, 3 miles, 3 feet] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a walk across Central Park in New York City is 3 miles.
+3 inches, 3 feet, and 3 yards are all too short. | Hint: Select the best estimate."
+"Question: Answer the riddle.
+I can fly.
+I am yellow and black.
+I make honey.
+What am I? | Choices: [a bee, an ant] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: vocabulary | Skill: What am I? | Lecture: nan | Solution: A bee can fly.
+A bee is yellow and black.
+A bee makes honey."
+"Question: Which phrase has a more negative connotation? | Choices: [frown at someone, scowl at someone] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: Scowl at someone has a more negative connotation. If you scowl at someone, you frown in a mean or angry way."
+"Question: Suppose Ernest decides to get the cake batter ice cream. Which result would be a cost? | Choices: [Ernest will give up the chance to eat the praline pecan ice cream. He likes this flavor more than cake batter., Ernest will get a free waffle cone. He will enjoy the waffle cone.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Ernest wants or needs:
+Ernest will give up the chance to eat the praline pecan ice cream. He likes this flavor more than cake batter. | Hint: Ernest is deciding whether to get praline pecan ice cream or cake batter ice cream. He likes praline pecan more than cake batter. But a scoop of cake batter ice cream comes with a free waffle cone."
+"Question: What information supports the conclusion that Brenna acquired this trait? | Choices: [When Brenna was young, her grandmother taught her how to cut chili peppers., Brenna learned how to make chili from a recipe book., Brenna's friends like to make chili with her.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Brenna knows how to make chili."
+"Question: Which word would you find on a dictionary page with the following guide words?
+patient - poet | Choices: [plump, preach] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since plump is between the guide words patient - poet, it would be found on that page."
+"Question: Assume all other forces on Carly are balanced. Which statement describes the forces on Carly? | Choices: [The forces are balanced, so there is no net force on Carly., The forces are unbalanced, so there is a net force on Carly.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Balanced and unbalanced forces | Lecture: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
+When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
+When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | Solution: To determine if there is a net force on Carly, look at the forces:
+Earth's gravity is pulling Carly down with a force of 600 N.
+The seat of the cart is pushing Carly up with a force of 1,200 N.
+The forces are in opposite directions, and the forces have different magnitudes: 600 N and 1,200 N. This means that the forces are unbalanced, so there is a net force on Carly. | Hint: Carly is sitting on a roller coaster cart as it reaches the bottom of a big loop. Earth's gravity is pulling down on Carly with a force of 600N. The seat of the cart is pushing up on Carly with a force of 1,200N."
+"Question: Which word would you find on a dictionary page with the following guide words?
+lens - lonesome | Choices: [layer, limit] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since limit is between the guide words lens - lonesome, it would be found on that page."
+"Question: What is the source of the allusion in the sentence below?
+When I learned the details of Debbie's Faustian bargain, I was in disbelief. | Choices: [literature, Roman mythology] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Faustian bargain is literature.
+In a play by Christopher Marlowe based on the legend of Faust, a man strikes a deal with the devil. Disregarding the long-term consequences of his actions, he sells his soul in exchange for power.
+The allusion Faustian bargain means a compromise of one's values for personal gain."
+"Question: How long is a tennis racket? | Choices: [70 meters, 70 centimeters, 70 millimeters, 70 kilometers] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a tennis racket is 70 centimeters.
+70 millimeters is too short. 70 meters and 70 kilometers are too long. | Hint: Select the best estimate."
+"Question: What do these two changes have in common?
+water boiling on a stove
+breaking a plate | Choices: [Both are caused by heating., Both are only physical changes., Both are caused by cooling., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Water boiling on the stove is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
+Breaking a plate is a physical change. The plate gets broken into pieces. But each piece is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Water boiling is caused by heating. But breaking a plate is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Select the one animal that has all of the placental mammal traits listed above. | Choices: [Japanese tree frog tadpoles hatch from eggs without shells. The tadpoles live underwater. After some time, they grow legs and crawl onto land. Adult Japanese tree frogs have moist, smooth green skin., Orangutans live mostly in trees and have long, reddish hair. Orangutans give birth to live offspring.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify animals | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Placental mammals have the following traits:
+They give birth to live offspring.
+They have fur or hair.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A Japanese tree frog has the following traits:
+It spends part of its life in water and part on land.
+It has moist skin.
+It makes eggs with no shells.
+A Japanese tree frog does not have all of the traits of a placental mammal. A Japanese tree frog is an amphibian.
+An orangutan has the following traits:
+It gives birth to live offspring.
+An orangutan has the traits of a placental mammal. An orangutan is a placental mammal. | Hint: Placental mammals are a group of animals with similar traits. The following traits can be used to identify placental mammals:
+They give birth to live offspring.
+They have fur or hair. Observe the animals and read the descriptions."
+"Question: Which word does not rhyme? | Choices: [led, wed, seat] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the ip sound.
+The words lake and make rhyme. They both end with the ake sound.
+The words tip and lake don't rhyme. They end with different sounds. | Solution: The words led and wed rhyme. They both end with the ed sound.
+The word seat does not rhyme. It ends with a different sound."
+"Question: Select the animal that has a backbone. | Choices: [gorilla, grasshopper] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A gorilla is a mammal. Like other mammals, a gorilla has a backbone.
+A grasshopper is an insect. Like other insects, a grasshopper does not have a backbone. It has a hard outer cover. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones."
+"Question: What is the volume of a kiddie pool? | Choices: [1,035 liters, 1,035 milliliters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a kiddie pool is 1,035 liters.
+1,035 milliliters is too little. | Hint: Select the better estimate."
+"Question: Which text uses the word can in its traditional sense? | Choices: [As they observed the cheetahs on the open grassland, the wildlife photographer said to Dylan, ""You can borrow my camera if you want."", As they observed the animals on the open grassland, the wildlife photographer said to Dylan, ""Did you know that cheetahs can run as fast as seventy-five miles per hour?""] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses can in its traditional sense: to have the ability to.
+As they observed the animals on the open grassland, the wildlife photographer said to Dylan, ""Did you know that cheetahs can run as fast as seventy-five miles per hour?""
+The second text uses can in its nontraditional sense: to have permission to.
+As they observed the cheetahs on the open grassland, the wildlife photographer said to Dylan, ""You can borrow my camera if you want.""
+Most style guides recommend to use the traditional sense of the word can because it is considered more standard."
+"Question: What is the volume of a washing machine? | Choices: [40 gallons, 40 fluid ounces, 40 cups] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a washing machine is 40 gallons.
+40 fluid ounces and 40 cups are both too little. | Hint: Select the best estimate."
+"Question: Which tense does the sentence use?
+Mold will grow in a damp, dark place. | Choices: [present tense, past tense, future tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, grow. The verb tells you about something that is going to happen."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Jayce,, dear Jayce,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Jayce is capitalized because it is a proper noun."
+"Question: Which sentence states a fact? | Choices: [The Maya people believed that chocolate was the food of the gods., The Maya people of Central America had some peculiar ideas about chocolate.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The first sentence states a fact.
+The Maya people believed that chocolate was the food of the gods.
+It can be proved by looking in books about Mayan beliefs.
+The second sentence states an opinion.
+The Maya people of Central America had some peculiar ideas about chocolate.
+Peculiar shows what a person believes, thinks, or feels. Another person might have a different opinion about what is peculiar."
+"Question: How long is a seesaw? | Choices: [3 feet, 3 miles, 3 inches, 3 yards] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a seesaw is 3 yards.
+3 inches and 3 feet are too short. 3 miles is too long. | Hint: Select the best estimate."
+"Question: What do these two changes have in common?
+a penny tarnishing
+compost rotting | Choices: [Both are caused by cooling., Both are caused by heating., Both are chemical changes., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Metal turning less shiny over time is called tarnishing. A penny tarnishing is a chemical change. When air touches the penny, the surface of the penny changes into a different type of matter. This matter makes the penny dull.
+Compost forms from the remains of plants and animals, such as vegetable scraps and egg shells. Compost rotting is a chemical change. As the compost rots, it breaks down and turns into a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which word would you find on a dictionary page with the following guide words?
+herd - hungry | Choices: [hand, horizon] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since horizon is between the guide words herd - hungry, it would be found on that page."
+"Question: Select the one substance that is not a rock. | Choices: [Granite is not a pure substance. It is not made by living things., Syenite is a solid. It is formed in nature., A marble is made by humans. It is not a pure substance.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify rocks using properties | Lecture: Rocks are made of minerals. Here are some properties of rocks:
+They are solid.
+They are formed in nature.
+They are not made by living things.
+They are not pure substances. | Solution: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.
+Syenite is a rock.
+A marble is made by humans. But rocks are not made by living things.
+So, a marble is not a rock.
+Granite is a rock."
+"Question: What information supports the conclusion that Aubrey inherited this trait? | Choices: [Aubrey's parents have dark skin. They passed down this trait to Aubrey., Aubrey and her father both have dark hair.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Aubrey has dark skin."
+"Question: Select the animal. | Choices: [Pine trees have green leaves., Alligators eat animals.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: An alligator is an animal. It eats other animals.
+Alligators can live in ponds, rivers, marshes, and lakes.
+A pine tree is a plant. It has green leaves.
+Pine tree seeds grow in cones. Trees that grow cones are called conifers."
+"Question: Would you find the word unusual on a dictionary page with the following guide words?
+up - us | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since unusual is not between the guide words up - us, it would not be found on that page."
+"Question: Is a carton of milk a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a carton of milk is a good or a service, ask these questions:
+Is a carton of milk something you can touch? Yes.
+Is a carton of milk a job you might pay someone else to do? No.
+So, a carton of milk is a good."
+"Question: Which figure of speech is used in this text?
+The old wooden rocking chair that Layla brought home from the rummage sale was as comfortable as a bed of nails. | Choices: [alliteration, verbal irony] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As comfortable as a bed of nails shows verbal irony because sitting on nails would not be comfortable."
+"Question: What does the verbal irony in this text suggest?
+According to Mr. Gruber's kids, his snoring is as quiet as a jackhammer. | Choices: [The snoring is subtle., The snoring is loud.] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As quiet as a jackhammer suggests that the snoring is loud. A jackhammer is not quiet, and neither is Mr. Gruber's snoring."
+"Question: Complete the sentence.
+A copper statue turning green is a (). | Choices: [physical change, chemical change] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+A change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. | Solution: A copper statue turning green is a chemical change. The copper reacts with oxygen in the air. This reaction forms a different type of matter called copper oxide. The copper oxide is green."
+"Question: Which text uses the word literally in its traditional sense? | Choices: [The curry that the chef prepared was so spicy that Darren's mouth was literally on fire by the time he finished his meal., The curry that the chef prepared was so spicy that Darren literally had to drink three glasses of milk to ease the pain.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses literally in its traditional sense: in a factual, non-exaggerated way.
+The curry that the chef prepared was so spicy that Darren literally had to drink three glasses of milk to ease the pain.
+The second text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). Darren's mouth may be in pain, but it is not actually on fire.
+The curry that the chef prepared was so spicy that Darren's mouth was literally on fire by the time he finished his meal.
+Most style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect."
+"Question: Is the following trait inherited or acquired?
+Max plays golf. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play golf. Instead, some people learn how to play golf. Playing the sport takes practice. So, playing golf is an acquired trait."
+"Question: Which graduation announcement is more formal? | Choices: [Tanner Bennett is graduating, and we couldn't be more proud!, We are proud to announce the graduation of Tanner Bennett.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first graduation announcement is more formal. It uses more ceremonious language (proud to announce). The other graduation announcement uses more conversational language (we couldn't be more proud!)."
+"Question: Which sentence is more formal? | Choices: [The surcoat, a type of outer garment with large arm holes, used to be cool in the fourteenth century., The surcoat, a type of outer garment with large arm holes, was popular in the fourteenth century.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The first sentence is less formal. You can tell because it uses slang (cool).
+The second sentence uses formal language in place of the slang, so it is more formal overall."
+"Question: Which text uses the word literally in its traditional sense? | Choices: [The curry that the chef prepared was so spicy that Richard literally had to drink three glasses of milk to ease the pain., The curry that the chef prepared was so spicy that Richard's mouth was literally on fire by the time he finished his meal.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses literally in its traditional sense: in a factual, non-exaggerated way.
+The curry that the chef prepared was so spicy that Richard literally had to drink three glasses of milk to ease the pain.
+The first text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). Richard's mouth may be in pain, but it is not actually on fire.
+The curry that the chef prepared was so spicy that Richard's mouth was literally on fire by the time he finished his meal.
+Most style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect."
+"Question: What do these two changes have in common?
+getting a haircut
+shaking up salad dressing | Choices: [Both are caused by heating., Both are only physical changes., Both are chemical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Getting a haircut is a physical change. Your hair is shorter after a haircut. But it is still made of the same type of matter.
+Shaking up salad dressing is a physical change. The different parts mix together, but they are still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which is a compound sentence? | Choices: [Our kitchen table is round, but our coffee table is square., British general John Burgoyne surrendered to American forces at the Battle of Saratoga.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.
+Our kitchen table is round, but our coffee table is square."
+"Question: Which word would you find on a dictionary page with the following guide words?
+glee - guard | Choices: [gate, grope] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since grope is between the guide words glee - guard, it would be found on that page."
+"Question: Which is a run-on sentence? | Choices: [My sister passed the pitcher of water to Aunt Paula., It gets hot in the city, the mountains are much cooler.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: It gets hot in the city, the mountains are much cooler is a run-on sentence. It has two sentences that are joined by just a comma: It gets hot in the city and The mountains are much cooler."
+"Question: Complete the sentence so that it uses personification.
+The wild daisies () the passing hikers. | Choices: [brushed against, nodded at] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the phrase nodded at. It describes the daisies as if they were polite people who greeted others."
+"Question: Which logical fallacy is used in the text?
+Mrs. Hatfield, you point out that childhood obesity rates have skyrocketed, but are you aware that rainforests provide critical habitats for some of the world's rarest plants and animals? | Choices: [straw man: a misrepresentation of an opponent's position that makes it easier to argue against, red herring: the use of a completely unrelated topic or idea] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that obesity rates and rainforests are somehow interconnected. However, these two ideas aren't related. This illustrates a type of logical fallacy known as a red herring."
+"Question: What do these two changes have in common?
+chicken cooking in an oven
+bleaching hair | Choices: [Both are chemical changes., Both are only physical changes., Both are caused by cooling., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Cooking chicken is a chemical change. The heat causes the matter in the chicken to change. Cooked chicken and raw chicken are different types of matter.
+Bleaching hair is a chemical change. Hair contains colorful matter called pigment. The bleach reacts with the pigment and turns it into a different type of matter. The new matter gives the hair a lighter color than before.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Cooking is caused by heating. But bleaching hair is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which correctly shows the title of a movie? | Choices: [Oliver and Company, oliver and company] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word and is not important, so it should not be capitalized.
+The correct title is Oliver and Company."
+"Question: What information supports the conclusion that Isabelle acquired this trait? | Choices: [Isabelle is in the Air Force. She flies a plane almost every day., Isabelle can fly a plane on cloudy days and at night., A pilot taught Isabelle how to fly a plane.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Isabelle knows how to fly a plane."
+"Question: Select the plant. | Choices: [Dung beetles walk and run., Strawberry bushes have green leaves.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A strawberry bush is a plant. It has green leaves.
+The type of strawberries most people eat today were first grown in the 1750 s.
+A dung beetle is an animal. It walks and runs.
+Dung beetles eat animal waste, which is called dung. They roll the dung into balls to store for later."
+"Question: Select the one animal that has all of the bird traits listed above. | Choices: [Minnows live underwater and have fins to help them swim. They have scaly skin and lay eggs with no shells. Many fishermen use minnows as bait to catch other fish., Painted storks wade in shallow water to look for food. Storks use their beaks to eat fish, insects, worms, and small animals. They have feathers and two wings. Painted storks lay eggs with shells in nests along the water.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Birds have the following traits:
+They have feathers.
+They have wings.
+They have a beak.
+They make eggs with shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A painted stork has the following traits:
+It has feathers.
+It has wings.
+It has a beak.
+It makes eggs with shells.
+A painted stork has the traits of a bird. A painted stork is a bird.
+A minnow has the following traits:
+It has fins, not limbs.
+It makes eggs with no shells.
+A minnow does not have all of the traits of a bird. A minnow is a fish. | Hint: Birds are a group of animals with similar traits. The following traits can be used to identify birds:
+They have feathers.
+They have wings.
+They have a beak.
+They make eggs with shells. Observe the animals and read the descriptions."
+"Question: Which word would you find on a dictionary page with the following guide words?
+meant - musician | Choices: [mischief, made] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since mischief is between the guide words meant - musician, it would be found on that page."
+"Question: Complete the sentence.
+In this chemical reaction, sucrose is a (). | Choices: [reactant, product] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Identify reactants and products | Lecture: A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.
+In a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.
+The original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.
+The substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.
+So, in a chemical reaction, reactants go through a chemical change to form products. | Solution: Read the underlined text carefully. Look for information about what happens to sucrose in this chemical reaction.
+Honeybees make honey from nectar that they collect from flowers. Nectar is a clear liquid that contains a sugar called sucrose. After a bee collects nectar from a flower, chemicals in the bee's body break down the sucrose into a mixture of fructose and glucose, two simpler sugars. The bee then deposits this mixture into a honeycomb and seals the honeycomb with wax.
+The underlined text tells you that when sucrose breaks down, fructose and glucose are formed. When sucrose reacts, or goes through a chemical change, its atoms are rearranged to form fructose and glucose. Because sucrose reacts in this chemical reaction, sucrose is a reactant. | Hint: This passage describes a chemical reaction. Read the passage. Then, follow the instructions below.
+Honeybees make honey from nectar that they collect from flowers. Nectar is a clear liquid that contains a sugar called sucrose. After a bee collects nectar from a flower, chemicals in the bee's body break down the sucrose into a mixture of fructose and glucose, two simpler sugars. The bee then deposits this mixture into a honeycomb and seals the honeycomb with wax."
+"Question: What is the temperature of the air on a cold, rainy day? | Choices: [40°F, 40°C] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: units-and-measurement | Skill: Estimate temperatures | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
+212°F | Water boils | 100°C
+98.6°F | Body temperature | 37°C
+68°F | Room temperature | 20°C
+32°F | Water freezes | 0°C
+ | Solution: The better estimate for the temperature of the air on a cold, rainy day is 40°F.
+40°C is too hot. | Hint: Select the better estimate."
+"Question: Which figure of speech is used in this text?
+Good children listen to their parents. Great parents listen to their children. | Choices: [chiasmus, assonance] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses chiasmus, an expression in which the second half parallels the first but reverses the order of words.
+The second sentence reverses the order of the words children and parents relative to the first sentence."
+"Question: Is the following trait inherited or acquired?
+Jack knows how to type. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to type. Instead, many people learn how to type. So, typing is an acquired trait."
+"Question: Select the one substance that is not a rock. | Choices: [Andesite is a solid. It is not a pure substance., A skull is made by a living thing. It is not a pure substance., Shale is formed in nature. It is not made by living things.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify rocks using properties | Lecture: Rocks are made of minerals. Here are some properties of rocks:
+They are solid.
+They are formed in nature.
+They are not made by living things.
+They are not pure substances. | Solution: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.
+A skull is made by a living thing. But rocks are not made by living things.
+So, a skull is not a rock.
+Andesite is a rock.
+Shale is a rock."
+"Question: Select the living thing. | Choices: [oleander tree, paper airplane] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. Living things use this energy to grow and change. All living things grow and change during their lives.
+All living things sense changes in the world around them. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: An oleander tree is a living thing.
+Oleander trees grow and respond to the world around them. They need food and water.
+Oleander trees are plants. They make their own food using water, carbon dioxide, and energy from sunlight.
+A paper airplane is not a living thing.
+Paper airplanes do not have all of the traits of living things. They do not grow or respond to the world around them. They do not need food or water."
+"Question: What information supports the conclusion that Scott inherited this trait? | Choices: [Scott's parents have pale skin. They passed down this trait to Scott., Scott and his father both have dark hair.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Scott has pale skin."
+"Question: Which tense does the sentence use?
+Maggie parked her scooter in front of the store. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, parked. The verb ends in -ed and tells you about something that has already happened."
+"Question: Does the sentence use a simile or a metaphor?
+Erin went down the slide face-first, like a penguin. | Choices: [metaphor, simile] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: Erin went down the slide face-first, like a penguin.
+The words Erin and penguin are compared using the word like. So, the sentence uses a simile."
+"Question: Complete the sentence.
+Breaking a piece of glass is a (). | Choices: [physical change, chemical change] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two ways matter can change.
+In a chemical change, the type of matter changes.
+Burning a piece of paper is a chemical change. The paper changes into ash and smoke.
+In a physical change, the type of matter stays the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+Ice melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. | Solution: Breaking a piece of glass is a physical change. The glass gets broken into pieces. But each piece is still made of the same type of matter."
+"Question: Which sentence states a fact? | Choices: [Fifteen days is a long time to celebrate a holiday., People in China celebrate their New Year for fifteen days.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The second sentence states a fact.
+People in China celebrate their New Year for fifteen days.
+It can be proved by looking up information about the Chinese New Year.
+The first sentence states an opinion.
+Fifteen days is a long time to celebrate a holiday.
+Long time shows what a person believes, thinks, or feels. Another person might have a different opinion about what is a long time."
+"Question: Which correctly shows the title of a poem? | Choices: [""The Old Pond"", ""The Old pond""] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between.
+The correct title is ""The Old Pond."""
+"Question: Which greeting is correct for a letter? | Choices: [dear Bruce,, Dear Bruce,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Bruce is capitalized because it is a proper noun."
+"Question: Is this a run-on sentence?
+Blood Falls in Antarctica's McMurdo Dry Valley gets its name from its famous crimson-colored water, which results from high concentrations of iron rusting as it comes into contact with the air. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.
+Blood Falls in Antarctica's McMurdo Dry Valley gets its name from its famous crimson-colored water, which results from high concentrations of iron rusting as it comes into contact with the air."
+"Question: Does the sentence use a simile or a metaphor?
+From across the room, Uncle Fernando's laughter was booming thunder. | Choices: [simile, metaphor] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: From across the room, Uncle Fernando's laughter was booming thunder.
+The words laughter and thunder are compared without the word like or as. So, the sentence uses a metaphor."
+"Question: Which sentence states a fact? | Choices: [Willis Tower ruins the beauty of Chicago's downtown., Chicago's Willis Tower stands 1,450 feet tall.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The second sentence states a fact.
+Chicago's Willis Tower stands 1,450 feet tall.
+It can be proved by checking a website about Willis Tower.
+The first sentence states an opinion.
+Willis Tower ruins the beauty of Chicago's downtown.
+Ruins the beauty shows what a person believes, thinks, or feels. Another person might have a different opinion about whether Willis Tower makes Chicago less beautiful."
+"Question: Which word would you find on a dictionary page with the following guide words?
+tailor - torpedo | Choices: [thrust, tribute] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since thrust is between the guide words tailor - torpedo, it would be found on that page."
+"Question: Which logical fallacy is used in the text?
+Don't talk to me about the legacy of Napoleon! If you're not a professional historian, then there's no way you know anything about it. | Choices: [false dichotomy: an argument that presents only two choices when more options exist, false causation: the assumption that because two things happened together, one caused the other, guilt by association: a negative association intended to discredit someone or something] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that either you work as a professional historian or you don't know anything about history. However, people can be knowledgeable about history even if it isn't their profession. Furthermore, just because someone studies history, it doesn't mean that person is knowledgeable about all aspects of history. This illustrates a type of logical fallacy known as a false dichotomy."
+"Question: Using only these supplies, which question can Emmy investigate with an experiment? | Choices: [Do sunflowers grow taller if they are planted in planter boxes or in pots?, Do sunflowers grow bigger in sunny planter boxes or in shady planter boxes?, Which type of sunflower grows more leaves?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Emmy wants to grow sunflowers in her backyard garden. She notices that some sunflowers grow much taller than others. She is curious about what factors affect how sunflowers grow. So, she decides to design an experiment. She has the following supplies available:
+seeds from one type of sunflower
+soil
+one wooden planter box in the sun
+one wooden planter box in the shade
+one plastic planter box in the sun
+water"
+"Question: Suppose Michael decides to go on the flying bobsled. Which result would be a cost? | Choices: [Michael will give up the chance to go on the super starship. He would have had more fun on that ride., Michael will save some ride tickets. He needs fewer tickets to go on the flying bobsled than on the super starship.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Michael wants or needs:
+Michael will give up the chance to go on the super starship. He would have had more fun on that ride. | Hint: Michael is deciding which ride to go on at the fair. He can go on either the super starship or the flying bobsled. He wants to have as much fun as possible at the fair."
+"Question: Which change best matches the sentence?
+A natural area, such as a forest, catches fire and burns. | Choices: [wildfire, earthquake, volcanic eruption] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: Classify changes to Earth's surface I | Lecture: nan | Solution: nan"
+"Question: Which correctly shows the title of a poem? | Choices: [""No man Is an Island"", ""No Man Is an Island""] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word an is not important, so it should not be capitalized.
+The correct title is ""No Man Is an Island."""
+"Question: Based on this information, what is this plant's phenotype for the fruit taste trait? | Choices: [sweet fruit, sour fruit] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine the muskmelon plant's phenotype for the fruit taste trait. First, consider the alleles in the plant's genotype for the fruit taste gene. Then, decide whether these alleles are dominant or recessive.
+The allele for sour fruit (F) is dominant over the allele for sweet fruit (f). This means F is a dominant allele, and f is a recessive allele.
+The muskmelon plant's genotype of Ff has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the muskmelon plant's phenotype for the fruit taste trait must be sour fruit. | Hint: In a group of muskmelon plants, some individuals have sour fruit and others have sweet fruit. In this group, the gene for the fruit taste trait has two alleles. The allele for sour fruit (F) is dominant over the allele for sweet fruit (f).
+A certain muskmelon plant from this group has the heterozygous genotype Ff for the fruit taste gene."
+"Question: Which metal paper clip has more thermal energy? | Choices: [the hotter metal paper clip, the colder metal paper clip] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two metal paper clips are made of the same material and have the same mass. So, the hotter metal paper clip has more thermal energy. | Hint: Two metal paper clips are identical except for their temperatures."
+"Question: What is the source of the allusion in the sentence below?
+Lucy was known among her coworkers for her spartan ways. | Choices: [the Bible, Greek history] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion spartan is Greek history.
+Soldiers from the city of Sparta in ancient Greece were known for their self-restraint, self-discipline, and indifference to luxury.
+The allusion spartan means simple and austere."
+"Question: Compare the motion of three ducks. Which duck was moving at the highest speed? | Choices: [a duck that moved 370miles south in 10hours, a duck that moved 650miles east in 10hours, a duck that moved 600miles east in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. | Solution: Look at the distance each duck moved and the time it took to move that distance. The direction each duck moved does not affect its speed.
+Notice that each duck moved for 10 hours. The duck that moved 650 miles moved the farthest distance in that time. So, that duck must have moved at the highest speed."
+"Question: Select the mammal. | Choices: [California toad, gray crowned crane, giraffe, western rattlesnake] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Mammals have hair or fur and feed their young milk. | Solution: A gray crowned crane is a bird. It has feathers, two wings, and a beak.
+Cranes wade in shallow water to look for food. Cranes eat insects, worms, and plants.
+A California toad is an amphibian. It has moist skin and begins its life in water.
+Toads do not have teeth! They swallow their food whole.
+A giraffe is a mammal. It has hair and feeds its young milk.
+Giraffes eat mostly leaves that are too high up for other animals to reach.
+A western rattlesnake is a reptile. It has scaly, waterproof skin.
+Rattlesnakes have fangs they can use to inject venom into their prey."
+"Question: Which figure of speech is used in this text?
+The hum of the computer concerned Nathan. Was the problem with the power supply or the hard drive? | Choices: [onomatopoeia, simile] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses onomatopoeia, a word that expresses a sound.
+Hum represents the sound the computer was making."
+"Question: The War of 1812 was between the United States and which other country? | Choices: [Great Britain, Russia, France, Germany] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: us-history | Skill: The War of 1812: causes | Lecture: nan | Solution: The War of 1812 was between the United States and Great Britain."
+"Question: What does the verbal irony in this text suggest?
+While waiting for her search results, Barbara exclaimed, ""My Internet connection is as speedy as a snail!"" | Choices: [Barbara was patiently waiting for an Internet connection., The Internet connection was very slow.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Interpret the figure of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As speedy as a snail suggests that the Internet connection was very slow. A snail is not speedy, and neither was Barbara's Internet connection."
+"Question: Which is the smoothest? | Choices: [chalk, burlap sack, concrete sidewalk] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Smooth is a property. A smooth material is not rough or bumpy.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the chalk is the smoothest. If you touch a piece of chalk, it will not feel rough or bumpy."
+"Question: Is the following trait inherited or acquired?
+Gavin has naturally black hair. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Humans do not choose their natural hair color. Instead, children get their natural hair color from their parents. So, Gavin's hair color is an inherited trait. | Hint: Hint: Some people dye their hair. But this does not change their natural hair color."
+"Question: Which would smell more? | Choices: [gold nugget, paint] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Smelly is a property. A smelly material has a strong smell.
+Look at each picture, one at a time. Imagine smelling the material shown in each picture.
+Of the choices, the paint would smell more. Wet paint has a strong smell."
+"Question: Which correctly shows the title of a poem? | Choices: [The Purple Cow, ""The Purple Cow""] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A poem should be in quotation marks.
+The correct title is ""The Purple Cow."""
+"Question: Complete the sentence so that it uses personification.
+""You might think you'll always be young,"" Mrs. Greer counseled, ""but time ()"". | Choices: [affects everyone, creeps up on you] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the phrase creeps up on you. It describes time as if it were a sneaky person."
+"Question: What is the United States Constitution? | Choices: [a religious text from the Middle Ages, a written plan for the government of the United States, the first law written by English colonists in North America, a list of all the people who have served in the United States government] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: civics | Skill: The Constitution | Lecture: nan | Solution: The Constitution begins with the famous words ""We the People.""
+The United States Constitution is a written plan for the government of the United States. The plan is included in a single document, or piece of writing.
+""The highest law in the land""
+Because the Constitution is the plan for the United States government, it includes some of the most important rules and laws in the United States. No laws are allowed to go against the Constitution. For that reason, the Constitution is often called ""the highest law in the land."""
+"Question: Which sentence states a fact? | Choices: [Jeff Kinney worked on Diary of a Wimpy Kid for six years before publishing it online., Cartoonist Jeff Kinney's book Diary of a Wimpy Kid deserves all of the praise it has received.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved by research or observation.
+Napoleon Bonaparte was shorter than King Louis XVI.
+The statement above is a fact. The statement can be proved by researching the height of each man and comparing them.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved.
+Napoleon Bonaparte was a better leader than King Louis XVI.
+The statement above is an opinion. People can have different ideas about what makes someone a ""better"" leader, so the statement cannot be proved. | Solution: The first sentence states a fact.
+Jeff Kinney worked on Diary of a Wimpy Kid for six years before publishing it online.
+It can be proved by reading a biography of Jeff Kinney.
+The second sentence states an opinion.
+Cartoonist Jeff Kinney's book Diary of a Wimpy Kid deserves all of the praise it has received.
+Deserves shows what a person believes, thinks, or feels. Another person might have a different opinion about how much praise Diary of a Wimpy Kid deserves."
+"Question: Which word would you find on a dictionary page with the following guide words?
+whole - wrinkle | Choices: [worth, want] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since worth is between the guide words whole - wrinkle, it would be found on that page."
+"Question: Which word would you find on a dictionary page with the following guide words?
+care - criminal | Choices: [county, curtsy] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since county is between the guide words care - criminal, it would be found on that page."
+"Question: How long is a bike path? | Choices: [5 centimeters, 5 kilometers, 5 millimeters, 5 meters] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a bike path is 5 kilometers.
+5 millimeters, 5 centimeters, and 5 meters are all too short. | Hint: Select the best estimate."
+"Question: What information supports the conclusion that Erin acquired this trait? | Choices: [Erin likes to look at butterflies and beetles., Erin learned to identify insects by reading many books about insects.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Erin is good at identifying insects."
+"Question: When was George Washington Carver born? | Choices: [the 1920s, the 1810s, the 1860s, the 1770s] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: us-history | Skill: George Washington Carver | Lecture: nan | Solution: George Washington Carver was born sometime between 1861 and 1865, during the Civil War. Historians do not know his exact birth date.
+George Washington Carver was born on a farm in Missouri. He was born into slavery, but he became free at a young age. Slavery was banned in the United States a few months after the Civil War."
+"Question: What do these two changes have in common?
+your breath becoming visible on a cold day
+mixing sand and gravel | Choices: [Both are caused by heating., Both are only physical changes., Both are caused by cooling., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Your breath becoming visible on a cold day is a change of state. So, it is a physical change. Water vapor in your breath touches the cold air outside and becomes liquid. The water vapor changes state, but it is made of water. A different type of matter is not formed.
+Mixing sand and gravel is a physical change. Together, the sand and gravel make a mixture. But making this mixture does not form a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Your breath becoming visible on a cold day is caused by cooling. But mixing sand and gravel is not."
+"Question: Which figure of speech is used in this text?
+Let both sides explore what problems unite us instead of belaboring those problems which divide us. Let both sides, for the first time, formulate serious and precise proposals for the inspection and control of arms . . . Let both sides seek to invoke the wonders of science instead of its terrors.
+—President John F. Kennedy, inaugural address | Choices: [anaphora, chiasmus] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses anaphora, the repetition of the same word or words at the beginning of several phrases or clauses.
+Kennedy repeats the words let both sides at the beginning of each sentence."
+"Question: Select the solid. | Choices: [milk, water in a bathtub, stuffed hippo] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Identify solids and liquids | Lecture: Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a shape of its own.
+Some solids can be bent or broken easily. Others are hard to bend or break.
+A glass cup is a solid. A sock is also a solid.
+When matter is a liquid, it takes the shape of its container.
+Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
+Juice is a liquid. Honey is also a liquid. | Solution: nan"
+"Question: Which object has less thermal energy? | Choices: [a 400-gram rock at a temperature of 65°C, a 400-gram rock at a temperature of 75°C] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: The two rocks have the same mass but different temperatures. Since the 65°C rock is colder than the 75°C rock, it has less thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: What kind of sentence is this?
+Which local reservoirs supply our town with its fresh water? | Choices: [declarative, exclamatory, interrogative] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: What is the volume of a test tube? | Choices: [18 milliliters, 18 liters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a test tube is 18 milliliters.
+18 liters is too much. | Hint: Select the better estimate."
+"Question: How long is a road from one end of a city to the other? | Choices: [3 feet, 3 miles, 3 yards, 3 inches] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a road from one end of a city to the other is 3 miles.
+3 inches, 3 feet, and 3 yards are all too short. | Hint: Select the best estimate."
+"Question: Is this a run-on sentence?
+In an effort to deter counterfeiters, the central bank of Norway wanted to redesign the nation's currency and sponsored a competition to find a fresh look for the banknotes. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify run-on sentences | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
+The band I'm in has been rehearsing daily, we have a concert in two weeks.
+The band I'm in has been rehearsing daily we have a concert in two weeks.
+There are several ways to fix a run-on sentence:
+Use stronger punctuation, such as a period or a semicolon.
+The band I'm in has been rehearsing daily. We have a concert in two weeks.
+The band I'm in has been rehearsing daily; we have a concert in two weeks.
+Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
+The band I'm in has been rehearsing daily, and we have a concert in two weeks.
+Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
+The band I'm in has been rehearsing daily since we have a concert in two weeks. | Solution: This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.
+In an effort to deter counterfeiters, the central bank of Norway wanted to redesign the nation's currency and sponsored a competition to find a fresh look for the banknotes."
+"Question: Which greeting is correct for a letter? | Choices: [Dear mrs. petersen,, Dear Mrs. Petersen,] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Mrs. Petersen is capitalized because it is a proper noun."
+"Question: Which object has the most thermal energy? | Choices: [a 9-kilogram bucket of water at a temperature of 14°C, a 9-kilogram bucket of water at a temperature of 21°C, a 9-kilogram bucket of water at a temperature of 35°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three buckets of water have the same mass but different temperatures. Since the 35°C bucket of water is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which word would you find on a dictionary page with the following guide words?
+three - tub | Choices: [tea, tide] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since tide is between the guide words three - tub, it would be found on that page."
+"Question: Which text uses the word peruse in its traditional sense? | Choices: [Colin perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly., Colin perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses peruse in its traditional sense: to examine in detail.
+Colin perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift.
+The first text uses peruse in its nontraditional sense: to look through in a casual manner.
+Colin perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly.
+Most style guides recommend to use the traditional sense of the word peruse because it is considered more standard."
+"Question: Suppose Darell decides to join the Theater Club. Which result would be a cost? | Choices: [Darell will have more fun in the Theater Club than he would have had in the Photography Club., Darell will spend more time in the Theater Club than he would have spent in the Photography Club.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Darell wants or needs:
+Darell will spend more time in the Theater Club than he would have spent in the Photography Club. | Hint: Darell is deciding whether to join the Theater Club or the Photography Club at school. He wants the club he joins to be fun. But he doesn't want it to take up too much time."
+"Question: Using only these supplies, which question can Jacob investigate with an experiment? | Choices: [Does white sandwich bread grow visible mold in fewer days if the bread is stored in a paper bag or in a plastic bag?, Does white sandwich bread grow visible mold in fewer days if the bread is stored inside or outside the refrigerator?, Does white or whole wheat sandwich bread grow visible mold in fewer days?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Jacob starts to make a sandwich, but he sees mold on the bread! He wonders what factors affect how mold grows on bread. So, he decides to design an experiment. He has the following supplies available:
+two loaves of white sandwich bread
+a small plastic bag
+a large plastic bag
+a refrigerator"
+"Question: Which word does not rhyme? | Choices: [sweet, ride, meet] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the ip sound.
+The words lake and make rhyme. They both end with the ake sound.
+The words tip and lake don't rhyme. They end with different sounds. | Solution: The words sweet and meet rhyme. They both end with the eet sound.
+The word ride does not rhyme. It ends with a different sound."
+"Question: Which correctly shows the title of a TV show? | Choices: [***Pinky and the Brain***, ""Pinky and the Brain""] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, or article should be in quotation marks.
+""You Are My Sunshine"" | Solution: A TV show should be in italics.
+The correct title is **Pinky and the Brain**."
+"Question: Which tense does the sentence use?
+Kristen will play the guitar after dinner. | Choices: [past tense, present tense, future tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, play. The verb tells you about something that is going to happen."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [How are they working to improve technologies that turn the sun's energy directly into electricity?, How are scientists working to improve technologies that turn the sun's energy directly into electricity?] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.
+The first answer choice shows a possible correction for the vague pronoun reference. They has been replaced with scientists.
+How are scientists working to improve technologies that turn the sun's energy directly into electricity?"
+"Question: Is the following trait inherited or acquired?
+Betty can fly a helicopter. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to fly a helicopter. Instead, some people learn how to fly helicopters. So, flying a helicopter is an acquired trait. | Hint: Hint: Pilots have to learn how to fly a helicopter."
+"Question: Where are the main offices of the federal government? | Choices: [in New York City, in Washington, D.C., in Los Angeles, California, in Chicago, Illinois] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: civics | Skill: Federal government | Lecture: nan | Solution: The main offices of the federal government are in Washington, D.C.
+Washington, D.C., is the capital of the United States. A capital city is where the major government offices are.
+Washington, D.C., is on the East Coast, between Virginia and Maryland. The letters ""D.C."" stand for District of Columbia. The District of Columbia is a special area that is not a part of any state.
+Washington, D.C."
+"Question: Is the following statement true or false?
+Animal cells are filled with cytoplasm. | Choices: [false, true] | Task: true-or false | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Cell part functions: true or false | Lecture: nan | Solution: Animal cells are filled with cytoplasm.
+This statement is true. All cells have cytoplasm. The cytoplasm fills and maintains the space inside the cell."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [The recipe says to mix the black beans with the chopped tomatoes, but Scott forgot to buy them., The recipe says to mix the black beans with the chopped tomatoes, but Scott forgot to buy the black beans.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun them could refer to the black beans or the chopped tomatoes.
+The first answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the black beans.
+The recipe says to mix the black beans with the chopped tomatoes, but Scott forgot to buy the black beans."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Andy sent them the transcript from his old college, but he still wasn't granted an exemption from English 101., Andy sent the registrar's office the transcript from his old college, but he still wasn't granted an exemption from English 101.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun them is used without its antecedent.
+The first answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the registrar's office.
+Andy sent the registrar's office the transcript from his old college, but he still wasn't granted an exemption from English 101."
+"Question: Which is a simple sentence? | Choices: [Coffee beans are the seeds of the coffee plant., You can eat those blueberries, or you can try these cherries.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the simple sentence. It has one subject and predicate.
+Coffee beans are the seeds of the coffee plant."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her narrative voice?
+During our last game, our pitcher Hansen suddenly grabbed his wrist after throwing a fastball. Coach Chu asked him if he was OK, and Hansen said that it hurt. None of us knew what was wrong with him and he was whisked off to the doctor, who ultimately diagnosed a forearm strain and wrist tendinitis. After three weeks of rehabilitation, Hansen finally returned. Coach Chu said he was glad Hansen was back, and Hansen said he was happy and relieved. | Choices: [by removing biased language, by using active voice, by adding dialogue] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her narrative voice by adding dialogue.
+For example, the writer could replace the underlined sentences with exchanges between Coach Chu and Hansen.
+During our last game, our pitcher Hansen suddenly grabbed his wrist after throwing a fastball. Coach Chu asked him if he was OK, and Hansen said that it hurt. None of us knew what was wrong with him and he was whisked off to the doctor, who ultimately diagnosed a forearm strain and wrist tendinitis. After three weeks of rehabilitation, Hansen finally returned. Coach Chu said he was glad Hansen was back, and Hansen said he was happy and relieved."
+"Question: Which is a compound sentence? | Choices: [Bison once roamed freely across the Great Plains of the United States., The umpire called the pitch a strike, so our team lost the game.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.
+The umpire called the pitch a strike, so our team lost the game."
+"Question: Based on this information, what is this rainbow trout's genotype for the body color gene? | Choices: [bb, a blue body] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. The rainbow trout has two alleles for a blue body (b). So, the trout's genotype for the body color gene is bb. | Hint: In a group of rainbow trout, some individuals have a greenish-brown body and others have a blue body. In this group, the gene for the body color trait has two alleles. The allele B is for a greenish-brown body, and the allele b is for a blue body.
+A certain rainbow trout from this group has a blue body. This trout has two alleles for a blue body."
+"Question: What does the allusion in this text suggest?
+When Brianna claimed she had loaded the dishwasher before turning on Dancing with the Stars, her mother replied, ""Your nose is growing!"" | Choices: [Brianna was lying., Brianna was goofy.] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+The allusion nose is growing suggests that Brianna was lying. In the story of Pinocchio, when Pinocchio lies, his nose grows longer."
+"Question: Select the description that doesn't belong. | Choices: [clever, foolish, friendly, unintelligent] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: vocabulary | Skill: Select the words that don't belong | Lecture: nan | Solution: Friendly doesn't belong.
+Foolish, unintelligent, and clever all describe how smart someone is."
+"Question: What is the volume of a bathroom sink? | Choices: [11 milliliters, 11 liters] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a bathroom sink is 11 liters.
+11 milliliters is too little. | Hint: Select the better estimate."
+"Question: Complete the statement. Assume that the robin's mass did not change.
+The gravitational potential energy stored between the robin and Earth () as the robin flew to the tree branch. | Choices: [increased, decreased, stayed the same] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the robin and the center of Earth changed.
+The tree branch is higher than the land below the tree. As the robin flew toward the tree branch, the distance between the robin and the center of Earth increased. So, the gravitational potential energy stored between the robin and Earth increased as the robin flew to the tree branch. | Hint: Read the text about an animal in motion.
+A robin was standing on flat land below a maple tree. Then, the robin flew directly to a branch high in the tree."
+"Question: Would you find the word bright on a dictionary page with the following guide words?
+beat - blessing | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since bright is not between the guide words beat - blessing, it would not be found on that page."
+"Question: Which word would you find on a dictionary page with the following guide words?
+three - tomato | Choices: [title, terrible] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since title is between the guide words three - tomato, it would be found on that page."
+"Question: What do these two changes have in common?
+cellular respiration
+compost rotting | Choices: [Both are chemical changes., Both are only physical changes., Both are caused by heating., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Cellular respiration is a chemical change. Cells use oxygen to break down sugar. Breaking the chemical bonds in sugar molecules releases energy that a cell can use.
+The atoms from the broken molecules then combine to form different molecules such as carbon dioxide and water. These molecules are different types of matter than sugar and oxygen.
+Compost forms from the remains of plants and animals, such as vegetable scraps and egg shells. Compost rotting is a chemical change. As the compost rots, it breaks down and turns into a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What information supports the conclusion that Reba inherited this trait? | Choices: [Reba's parents have red hair. They passed down this trait to Reba., Reba and her mother both wear their hair in braids.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Reba has red hair."
+"Question: Which phrase has a more negative connotation? | Choices: [request something, demand something] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: Demand something has a more negative connotation. If you demand something, you ask for it in a bossy, rude way. If you request something, you ask for it in a polite way."
+"Question: Based on this information, what is this pea plant's genotype for the pea color gene? | Choices: [yellow peas, Ee] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. The pea plant has one allele for yellow peas (E) and one allele for green peas (e). So, the plant's genotype for the pea color gene is Ee. | Hint: In a group of pea plants, some individuals have yellow peas and others have green peas. In this group, the gene for the pea color trait has two alleles. The allele E is for yellow peas, and the allele e is for green peas.
+A certain pea plant from this group has yellow peas. This plant has one allele for yellow peas and one allele for green peas."
+"Question: Which word would you find on a dictionary page with the following guide words?
+larger - lip | Choices: [lean, loose] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since lean is between the guide words larger - lip, it would be found on that page."
+"Question: Select the one substance that is not a mineral. | Choices: [Wool is made by living things. It is formed in nature., Corundum is a solid. It is a pure substance., Turquoise is a solid. It is not made by living things.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Wool is made by living things. But minerals are not made by living things.
+So, wool is not a mineral.
+Corundum is a mineral.
+Turquoise is a mineral."
+"Question: What information supports the conclusion that Diane acquired this trait? | Choices: [Diane's friends like to make chili with her., Diane learned how to make chili from a recipe book., When Diane was young, her grandmother taught her how to cut chili peppers.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Diane knows how to make chili."
+"Question: Which is a compound sentence? | Choices: [The thermometer and the cough syrup are in the medicine cabinet next to the cotton balls., Amelia can eat the leftover tomato soup, or she can make herself a tuna sandwich.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction or.
+Amelia can eat the leftover tomato soup, or she can make herself a tuna sandwich."
+"Question: Choose the poem that uses anaphora. | Choices: [She stands there like a beacon through the night,
+A pale clear beacon where the storm-drift is—
+She stands alone, a wonder deathly-white.
+She stands there patient nerved with inner might., Again I reply to the triple winds
+running chromatic fifths of derision
+outside my window:
+Play louder.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: reading-comprehension | Skill: Identify elements of poetry | Lecture: Poets often use the sounds of words to create interesting effects and to express moods and emotions. Understanding these elements of poetry can help you better interpret and appreciate poetic forms.
+Anaphora is the repetition of words or sequences of words at the beginning of multiple phrases, sentences, or lines.
+Out of the cradle endlessly rocking,
+Out of the mocking-bird's throat, the musical shuttle,
+Out of the Ninth-month midnight
+—From Walt Whitman, ""Out of the Cradle Endlessly Rocking""
+Onomatopoeia is when language sounds like what it talks about.
+Sometimes the onomatopoeia uses made-up words:
+Tlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.
+—From Alfred Noyes, ""The Highwayman""
+Sometimes the onomatopoeia uses real words:
+Hark! the honey bee is humming.
+—From Mary Howitt, ""The Voice of Spring""
+Alliteration is when beginning consonant sounds are repeated in words that are close together.
+Where the wild men watched and waited
+Wolves in the forest, and bears in the bush.
+—From Bayard Taylor, ""A Night with a Wolf""
+Assonance is the repetition of vowel sounds. Often, assonance can create rhymes or near-rhymes within lines.
+I wandered lonely as a Cloud
+That floats on high o'er Vales and Hills,
+When all at once I saw a crowd,
+A host of golden Daffodils.
+—From William Wordsworth, ""I Wandered Lonely as a Cloud""
+Meter is a poem's rhythm, or the pattern of strong and weak syllables. Strong syllables are stressed, while weak syllables are unstressed.
+A poem has an iambic meter when the beat sounds like da-DUM. A weak syllable is followed by a strong syllable. Occasionally, a line may begin with a strong syllable.
+He watches from his mountain walls,
+And like a thunderbolt he falls.
+—From Alfred, Lord Tennyson, ""The Eagle""
+A poem has a trochaic meter when the beat sounds like DUM-da. A strong syllable is followed by a weak syllable. Occasionally, a line may end in a strong syllable.
+Back into the chamber turning, all my soul within me burning,
+Soon again I heard a tapping somewhat louder than before.
+—From Edgar Allen Poe, ""The Raven""
+Free verse is when a poem has neither a regular rhythm nor a rhyme pattern.
+The old bridge has a wrinkled face.
+He bends his back
+For us to go over.
+—From Hilda Conkling, ""The Old Bridge""
+The syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern. | Solution: This poem uses anaphora. It repeats the same word or words at the beginning of multiple lines or phrases.
+She stands alone, a wonder deathly-white.
+She stands there patient nerved with inner might. | Hint: From William Carlos Williams, ""January"" and from Christina Rossetti, ""A Soul"""
+"Question: Which tense does the sentence use?
+Ariana parked her scooter in front of the store. | Choices: [past tense, future tense, present tense] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, parked. The verb ends in -ed and tells you about something that has already happened."
+"Question: Which text uses the word ironic in its traditional sense? | Choices: [Last winter, Matthew took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week., Last winter, Matthew took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses ironic in its traditional sense: contrary to what was intended, often in an amusing way. It's ironic because Matthew tried to get away from the snow but found himself in a snowstorm regardless.
+Last winter, Matthew took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week.
+The first text uses ironic in its nontraditional sense: marked by coincidence. It was a coincidence that Matthew's friends were in Florida the week before.
+Last winter, Matthew took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.
+Most style guides recommend to avoid using the nontraditional sense of the word ironic because it is generally considered incorrect."
+"Question: Which phrase has a more positive connotation? | Choices: [a peculiar object, a unique object] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: A unique object has a more positive connotation. Unique and peculiar both denote unusualness. However, unique suggests something is special, while peculiar suggests something is strange or weird."
+"Question: Which is the softest? | Choices: [cotton head band, brick path, glass window] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Soft is a property. A soft material changes shape when pressed or squeezed.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the cotton head band is the softest. If you squeeze cotton fabric, it will change shape."
+"Question: What information supports the conclusion that William acquired this trait? | Choices: [William's friend taught him how to fly a kite., William's neighbor taught him how to repair a kite., William likes to fly a kite with his younger brother.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+William knows how to fly a kite."
+"Question: Which text structure does the text use? | Choices: [compare-contrast, cause-effect] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: writing-strategies | Skill: Identify text structures | Lecture: Writers can organize their ideas in different ways. These ways of organizing writing are called text structures. When you can tell how a text is organized, it's easier to understand how the writer's ideas go together. You can also use these text structures to organize your own writing.
+ | Text structure | Where you might find it | Words and phrases to look for
+A sequential structure tells you about events that happen in a certain order. | a recipe for how to make a blueberry pie | first, until, second, after, next, then, before, finally, during
+A cause-effect structure shows the causes and the effects, or results, of an event. | an essay about how recycling helps the environment | because, led to, since, as a result, due to, so, reason
+A problem-solution structure explains a problem and offers possible solutions. | an article about ways to get more people to vote | issue, suggest, question, puzzle, fix, answer
+A compare-contrast structure shows how two (or more) things are the same or different. | a chapter about the differences between whales and sharks | like, unlike, too, on the other hand, both, while, same, instead, common, different, as well as, however
+A descriptive structure tells you a list of details about an object, scene, or topic. | a paragraph about what Tyrannosaurus rex looked like| for example, near, for instance beside, such as, most important, also | Solution: The text uses a compare-contrast structure to show how canoes and kayaks are alike and different. In the text, certain words and phrases help to organize ideas in a compare-contrast structure. Notice the words both, larger, and instead, as well as the phrase not exactly the same. | Hint: Read the text.
+Canoes and kayaks are both great for exploring lakes and rivers. Both are light boats, easy to paddle and good in shallow water. They're not exactly the same, though. Canoes are larger and more open, with space for two or three people and supplies. Kayaks are usually covered on top with an opening for just one person. A canoe paddle has a single blade, that is, just one end that dips into the water. The kayak usually has a double-bladed paddle instead. The kayaker paddles by dipping in one blade, then the other."
+"Question: Which logical fallacy is used in the text?
+Did you really vote for Hassan as class treasurer? Didn't you hear that his uncle was imprisoned for embezzling $1.5 million? | Choices: [hasty generalization: a very broad claim based on very little evidence, guilt by association: a negative association intended to discredit someone or something] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Hassan can't be trusted with money, because his uncle embezzled money. However, even though his uncle couldn't be trusted with money, that doesn't necessarily mean that Hassan can't be trusted with it. This illustrates a type of logical fallacy known as guilt by association."
+"Question: Select the vertebrate. | Choices: [Bactrian camel, flower hat jellyfish, diving beetle, saturn butterfly] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A diving beetle is an insect. Like other insects, a diving beetle is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A saturn butterfly is an insect. Like other insects, a saturn butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A Bactrian camel is a mammal. Like other mammals, a Bactrian camel is a vertebrate. It has a backbone.
+Like other jellyfishes, a flower hat jellyfish is an invertebrate. It does not have a backbone. It has a soft body. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Which correctly shows the title of a book? | Choices: [***When It Passes By***, ""When It Passes By""] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A book should be in italics.
+The correct title is **When It Passes By**."
+"Question: What does the Tenth Amendment say about government powers that are not listed in the Constitution? | Choices: [If the Constitution does not give a power to the United States government, the power belongs to the state governments or the people., The United States government has any power, even if it isn't listed in the Constitution., If the Constitution does not give a power to the United States government, no one can have that power.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: civics | Skill: The Bill of Rights | Lecture: nan | Solution: According to the Tenth Amendment, the Constitution lists all of the powers given to the United States government. If the Constitution does not give a power to the United States government, the power belongs to the state governments or the people. The full text of the Tenth Amendment is below. The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people."
+"Question: Complete the sentence.
+Cutting an orange is a (). | Choices: [physical change, chemical change] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two ways matter can change.
+In a chemical change, the type of matter changes.
+Burning a piece of paper is a chemical change. The paper changes into ash and smoke.
+In a physical change, the type of matter stays the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+Ice melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. | Solution: Cutting an orange is a physical change. The orange gets a different shape. But it is still made of the same type of matter as the uncut orange."
+"Question: Using only these supplies, which question can Gavin investigate with an experiment? | Choices: [Which type of soil will cause a certain kind of tomato plant to grow the most fruit?, Does a certain kind of tomato plant grow taller when planted in a clay pot or in a plastic pot?, Which of the three types of tomato seeds sprouts the fastest?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Gavin and his classmates are growing tomato plants in the school garden. He wonders what factors affect how tomato plants grow. So, he decides to design an experiment. He has the following supplies available:
+three different types of tomato seeds
+one bag of potting soil
+five identical clay pots
+water"
+"Question: Does this passage describe the weather or the climate?
+Megan put on an extra pair of socks this morning because it was so cold. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Megan put on an extra pair of socks this morning because it was so cold.
+This passage tells you about the temperature this morning where Megan lives. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: How long is a hammer? | Choices: [23 centimeters, 23 meters] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?
+The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.
+There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.
+There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. | Solution: The better estimate for the length of a hammer is 23 centimeters.
+23 meters is too long. | Hint: Select the better estimate."
+"Question: Which logical fallacy is used in the text?
+Don't ever get a ride from Alana. Her brother has been driving for only six months, and he's already gotten three speeding tickets. | Choices: [guilt by association: a negative association intended to discredit someone or something, false dichotomy: an argument that presents only two choices when more options exist] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Alana must be a reckless driver, because her brother is a reckless driver. However, even though Alana's brother is reckless, that doesn't necessarily mean that Alana is, too. This illustrates a type of logical fallacy known as guilt by association."
+"Question: What is the volume of a bathtub? | Choices: [315 milliliters, 315 liters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a bathtub is 315 liters.
+315 milliliters is too little. | Hint: Select the better estimate."
+"Question: Which is a simple sentence? | Choices: [September has thirty days, and July has thirty-one., After dinner I brush my teeth very carefully.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the simple sentence. It has one subject and predicate.
+After dinner I brush my teeth very carefully."
+"Question: Which tense does the sentence use?
+The friends collect old baseball cards. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, collect. The verb tells you about something that is true or happening now."
+"Question: Select the one substance that is not a mineral. | Choices: [Native gold is not made by living things. It is a pure substance., Diamond is formed in nature. It is a solid., Paper is made by humans. It is not a pure substance.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Paper is made by humans. But minerals are not made by living things.
+Paper is not a pure substance. But all minerals are pure substances.
+So, paper is not a mineral.
+Diamond is a mineral.
+Native gold is a mineral."
+"Question: Which text uses the word disinterested in its traditional sense? | Choices: [The restaurant reviews on this website are not exactly disinterested—restaurants can pay to remove unflattering reviews—but Simon still finds it useful for finding new places to eat., Simon is disinterested in reading page after page of restaurant reviews on the Internet; he prefers to try out new restaurants for himself and make up his own mind.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses disinterested in its traditional sense: unbiased or impartial.
+The restaurant reviews on this website are not exactly disinterested—restaurants can pay to remove unflattering reviews—but Simon still finds it useful for finding new places to eat.
+The first text uses disinterested in its nontraditional sense: uninterested or indifferent.
+Simon is disinterested in reading page after page of restaurant reviews on the Internet; he prefers to try out new restaurants for himself and make up his own mind.
+Most style guides recommend to use the traditional sense of the word disinterested because it is considered more standard."
+"Question: What do these two changes have in common?
+shaking up salad dressing
+using a large magnet to remove pieces of iron from a junkyard | Choices: [Both are only physical changes., Both are caused by heating., Both are chemical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Shaking up salad dressing is a physical change. The different parts mix together, but they are still made of the same type of matter.
+Using a large magnet to remove pieces of iron from a junkyard is a physical change. Both the iron and the magnet are still made of the same type of matter as before.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Select the vertebrate. | Choices: [coral snake, monarch butterfly, castor bean tick, black widow spider] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A monarch butterfly is an insect. Like other insects, a monarch butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A coral snake is a reptile. Like other reptiles, a coral snake is a vertebrate. It has a backbone.
+A castor bean tick is an insect. Like other insects, a castor bean tick is an invertebrate. It does not have a backbone. It has an exoskeleton.
+Like other spiders, a black widow spider is an invertebrate. It does not have a backbone. It has an exoskeleton. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Would you find the word company on a dictionary page with the following guide words?
+cross - cutting | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since company is not between the guide words cross - cutting, it would not be found on that page."
+"Question: What is the source of the allusion in the sentence below?
+Devon had her fifteen minutes when her video of kayaking with dolphins went viral. | Choices: [Greek history, modern history] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion fifteen minutes is modern history.
+In a catalog that accompanied an exhibit of his work, pop artist Andy Warhol said, ""In the future, everybody will be world-famous for fifteen minutes,"" meaning that fame would be briefly available even to those who did nothing spectacular.
+The allusion fifteen minutes means a temporary moment of celebrity status."
+"Question: What do these two changes have in common?
+burning a marshmallow over a campfire
+rust forming on a bicycle frame | Choices: [Both are only physical changes., Both are caused by heating., Both are chemical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Burning a marshmallow is a chemical change. The heat from the fire causes the type of matter in the marshmallow to change. The marshmallow becomes black and crispy.
+Rust forming on a bicycle frame is a chemical change. Oxygen in the air reacts with iron in the bicycle frame. The outside of the frame turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Burning is caused by heating. But rust forming on a bicycle frame is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Suppose Dwayne decides to go as a ghost. Which result would be a cost? | Choices: [Dwayne will spend some time and money to get the costume., Dwayne will get to wear the costume he is more excited about.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Dwayne wants or needs:
+Dwayne will spend some time and money to get the costume. | Hint: Dwayne is deciding whether to go as a ghost or a superhero to a costume party. He would rather go as a ghost. But he already has a superhero costume."
+"Question: What is the temperature of the air on a cold, snowy day? | Choices: [24°F, 24°C] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Estimate temperatures | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
+212°F | Water boils | 100°C
+98.6°F | Body temperature | 37°C
+68°F | Room temperature | 20°C
+32°F | Water freezes | 0°C
+ | Solution: The better estimate for the temperature of the air on a cold, snowy day is 24°F.
+24°C is too hot. | Hint: Select the better estimate."
+"Question: Select the plant. | Choices: [Sheep eat plants., Octopuses eat animals that live underwater., Raspberry bushes have green leaves., Bumble bees drink nectar from flowers.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A bumble bee is an animal. It drinks nectar from flowers.
+A bumble bee is an insect. Bumble bees have soft hairs that make them look fuzzy.
+An octopus is an animal. It eats animals that live underwater.
+An octopus has two eyes and eight arms.
+A sheep is an animal. It eats plants.
+People raise sheep for their fur, meat, and milk.
+A raspberry bush is a plant. It has green leaves.
+Most raspberries are red. But raspberries can also be purple or yellow."
+"Question: Which is a compound sentence? | Choices: [Rumors about Mayor Wilkinson were spreading like wildfire, so she set the record straight at a press conference., Madison Chock and Gracie Gold were two American figure skaters in the Sochi 2014 Olympics.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction so.
+Rumors about Mayor Wilkinson were spreading like wildfire, so she set the record straight at a press conference."
+"Question: Which logical fallacy is used in the text?
+Mr. Silva argues that we need to do more to prevent workplace injuries and fatalities. I doubt that someone so socially awkward would know a thing about office safety. | Choices: [ad hominem: a personal attack against one's opponent, false dichotomy: an argument that presents only two choices when more options exist] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that being socially awkward determines knowledge of workplace safety. This is a personal attack that isn't relevant to Mr. Silva's desire to prevent workplace injuries. This illustrates a type of logical fallacy known as ad hominem."
+"Question: Would you find the word serious on a dictionary page with the following guide words?
+slack - split | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since serious is not between the guide words slack - split, it would not be found on that page."
+"Question: Which correctly shows the title of a magazine? | Choices: [where It's At, Where It's At] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between.
+The correct title is Where It's At."
+"Question: Which word does not rhyme? | Choices: [pat, tie, pie] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the ip sound.
+The words lake and make rhyme. They both end with the ake sound.
+The words tip and lake don't rhyme. They end with different sounds. | Solution: The words pie and tie rhyme. They both end with the ie sound.
+The word pat does not rhyme. It ends with a different sound."
+"Question: Look at the word. Does it have a closed syllable or an open syllable?
+drip | Choices: [closed, open] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: word-study | Skill: Is the syllable open or closed? | Lecture: Words are made up of syllables. Two kinds of syllables are closed and open.
+A closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.
+desk: short e
+kit / ten: short i / short e
+An open syllable ends with one vowel. It usually has a long vowel sound.
+go: long o
+he / ro: long e / long o
+Some open syllables end with y. The y makes a long e sound or a long i sound.
+sky: long i
+ba / by: long a / long e | Solution: The word drip ends with a consonant and has a short vowel sound. So, it has a closed syllable."
+"Question: Would you find the word fault on a dictionary page with the following guide words?
+fifteen - flashlight | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since fault is not between the guide words fifteen - flashlight, it would not be found on that page."
+"Question: Which figure of speech is used in this text?
+There was a clear consensus in the Vance family that they should put their dog to sleep, rather than let him continue to suffer. | Choices: [euphemism, paradox] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Put their dog to sleep is a more indirect way of saying have the veterinarian kill their dog."
+"Question: Select the one animal that has all of the reptile traits listed above. | Choices: [Burmese pythons hatch from eggs with shells. They can grow to over 12 feet long! Their scaly, waterproof skin is brown and black., California newts have moist, smooth skin that is brown and orange. Their eggs have no shells, but they are protected by a poisonous gel. Young California newts live in shallow pools or streams. Adult newts live mostly on land.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Reptiles have the following traits:
+They have scaly, waterproof skin.
+They make eggs with shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A Burmese python has the following traits:
+It has scaly, waterproof skin.
+It makes eggs with shells.
+A Burmese python has the traits of a reptile. A Burmese python is a reptile.
+A California newt has the following traits:
+It spends part of its life in water and part on land.
+It has moist skin.
+It makes eggs with no shells.
+A California newt does not have all of the traits of a reptile. A California newt is an amphibian. | Hint: Reptiles are a group of animals with similar traits. The following traits can be used to identify reptiles:
+They have scaly, waterproof skin.
+They make eggs with shells. Observe the animals and read the descriptions."
+"Question: Complete the sentence.
+Soaking cucumbers in vinegar to make pickles is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Soaking cucumbers in vinegar to make pickles is a chemical change. The vinegar causes the type of matter in the cucumbers to change. The new matter is sour and salty."
+"Question: Select the solid. | Choices: [caramel sauce, coffee, air from a hair dryer, ring] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Identify solids, liquids, and gases | Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
+Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
+When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
+Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
+When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
+Many gases are invisible. Air is a gas. | Solution: Caramel sauce is a liquid. A liquid takes the shape of any container it is in. If you pour caramel sauce into a container, the caramel sauce will take the shape of that container. But the caramel sauce will still take up the same amount of space.
+Coffee is a liquid. A liquid takes the shape of any container it is in. If you pour coffee into a different container, the coffee will take the shape of that container. But the coffee will still take up the same amount of space.
+A ring is a solid. A solid has a size and shape of its own. A ring keeps its shape, even when you take it off your finger.
+The air from a hair dryer is a gas. A gas expands to fill a space. A hair dryer uses a fan to blow warm air out. When the air leaves the hair dryer, the air expands to fill a much large space."
+"Question: Last year, 50,000 people lived in the city of Burlington. But since then, 8,000 people have moved away. What probably happened to the overall supply of houses for sale in Burlington? | Choices: [The supply probably went down., The supply probably went up.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: The population of Burlington fell by 8,000 people. Many of the people who have left are probably trying to sell their houses. Since more people are trying to sell their houses, the number of suppliers of houses for sale in Burlington has gone up. So, the supply of houses for sale probably went up, too."
+"Question: Complete the statement. Assume that Pedro's mass did not change.
+The gravitational potential energy stored between Pedro and Earth () as he hiked toward the summit. | Choices: [stayed the same, increased, decreased] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between Pedro and the center of Earth changed.
+The summit of the mountain was higher than the point where Pedro started hiking. As he hiked toward the summit, the distance between Pedro and the center of Earth increased. So, the gravitational potential energy stored between Pedro and Earth increased as he hiked toward the summit. | Hint: Read the text about a person in motion.
+Pedro hiked up a tall mountain. He followed a trail all the way to the summit."
+"Question: Which logical fallacy is used in the text?
+My opponent claims that testing products on animals is cruel. But I, for one, cannot support exposing humans to harmful chemicals! | Choices: [circular reasoning: an argument that supports a claim with the claim itself, straw man: a misrepresentation of an opponent's position that makes it easier to argue against, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that the speaker's opponent supports exposing humans to harmful chemicals. However, the speaker's opponent only argued against testing products on animals. This illustrates a type of logical fallacy known as a straw man."
+"Question: Which figure of speech is used in this text?
+At twenty-one, Kenji felt overwhelmed with adult responsibilities and wished he could fly off to Neverland. | Choices: [simile, allusion] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+Neverland alludes to the story of Peter Pan, a boy who lived in Neverland and never grew up."
+"Question: Which is a simple sentence? | Choices: [Mr. Keller's afternoon lecture was about art and culture in Germany before World War II., I can review the draft of your story unless you're still editing it.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the simple sentence. It is a single independent clause.
+Mr. Keller's afternoon lecture was about art and culture in Germany before World War II."
+"Question: Which figure of speech is used in this text?
+Caleb remarked that the new book on anti-gravity was impossible to put down. | Choices: [pun, allusion] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses a pun, a word or phrase that humorously suggests more than one meaning.
+Impossible to put down means that the book is so good that it is hard to stop reading. The phrase impossible to put down is also a joke about anti-gravity: if gravity pulls things down, perhaps anti-gravity does the opposite and makes them impossible to put down."
+"Question: Which type of sentence is this?
+Bryan always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor. | Choices: [complex, compound, compound-complex, simple] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+Bryan always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor."
+"Question: Which word would you find on a dictionary page with the following guide words?
+clown - crocodile | Choices: [cobbler, customer] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since cobbler is between the guide words clown - crocodile, it would be found on that page."
+"Question: What does this Works Cited entry indicate about the cited work?
+Taylor, David A. ""Homestay among the Ruins in Cambodia."" The Washington Post 23 Apr. 2015: n. pag. Web. 23 Apr. 2015. | Choices: [Taylor is the author's first name., It doesn't have page numbers., It is a short story.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: reference-skills | Skill: Understand a Works Cited entry (MLA 7th edition) | Lecture: When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.
+Below are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.
+Books:
+Format | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.
+Example | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.
+Essays, short stories, or poems in an anthology or book:
+Format | Author(s). ""Essay, Poem, or Short Story Title."" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.
+Example | James, Henry. ""The Middle Years."" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.
+Magazine and newspaper articles:
+Format | Author(s). ""Article Title."" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.
+Example | Hayes, David J., and James H. Stock. ""The Real Cost of Coal."" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.
+Journal articles:
+Format | Author(s). ""Article Title."" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.
+Example | Gillette, Jane, et al. ""Human Simulations of Vocabulary Learning."" Cognition 73.2 (1999): 135-176. Print.
+Web pages:
+Format | Author(s). ""Page Title."" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.
+Example | Gunn, Janelle P., and Lauren E. Owens. ""How to Slash Sodium from Your Diet."" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.
+Additional guidelines:
+Author Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by ""et al.,"" which stands for and others (e.g., Smith, Jane, et al.).
+Medium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are ""Print"" and ""Web,"" but other possibilities include ""Film,"" ""E-mail,"" and ""Lecture."" Whenever the Medium of Publication is ""Web,"" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.
+Editors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. ""Ed."" stands for edited by. ""Trans."" stands for translated by.
+Missing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation ""n. pag."" is used instead. If a work has no available publication date, the abbreviation ""n.d."" is used instead. If a work has no available publisher or no available city of publication, the abbreviation ""n.p."" is used instead.
+ | Solution: Look closely at the Works Cited entry:
+Taylor, David A. ""Homestay among the Ruins in Cambodia."" The Washington Post 23 Apr. 2015: n. pag. Web. 23 Apr. 2015.
+You can tell that the cited work has no available page numbers because the entry contains the abbreviation n. pag, which means no pages."
+"Question: Based on this information, what is Kevin's phenotype for the Marfan syndrome trait? | Choices: [having Marfan syndrome, not having Marfan syndrome] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Kevin's genotype for the Marfan syndrome gene is mm. Kevin's genotype of mm has only m alleles. The m allele is for not having Marfan syndrome. So, Kevin's phenotype for the Marfan syndrome trait must be not having Marfan syndrome.
+To check this answer, consider whether Kevin's alleles are dominant or recessive. The allele for not having Marfan syndrome (m) is recessive to the allele for having Marfan syndrome (M). This means M is a dominant allele, and m is a recessive allele.
+Kevin's genotype of mm has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Kevin's phenotype for the Marfan syndrome trait must be not having Marfan syndrome. | Hint: This passage describes the Marfan syndrome trait in humans:
+
+In a group of humans, some individuals have Marfan syndrome and others do not. In this group, the gene for the Marfan syndrome trait has two alleles. The allele for not having Marfan syndrome (m) is recessive to the allele for having Marfan syndrome (M).
+Kevin is a human from this group. Kevin has the homozygous genotype mm for the Marfan syndrome gene."
+"Question: What information supports the conclusion that Bill acquired this trait? | Choices: [Bill likes to look at butterflies and beetles., Bill learned to identify insects by reading many books about insects.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Bill is good at identifying insects."
+"Question: Which is a complete sentence? | Choices: [Deb fell asleep, Mom put a blanket on her., The conductor took tickets from everyone on the train.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: The conductor took tickets from everyone on the train is a complete sentence. The subject is the conductor, and the verb is took."
+"Question: Select the mammal. | Choices: [human, American toad, alpine newt, green frog] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Mammals have hair or fur and feed their young milk. | Solution: An American toad is an amphibian. It has moist skin and begins its life in water.
+Toads do not have teeth! They swallow their food whole.
+An alpine newt is an amphibian. It has moist skin and begins its life in water.
+Some newts live in water. Other newts live on land but lay their eggs in water.
+A human is a mammal. It has hair and feeds its young milk.
+Humans are a type of animal called a primate. Monkeys and apes are also primates.
+A green frog is an amphibian. It has moist skin and begins its life in water.
+Frogs live near water or in damp places. Most frogs lay their eggs in water."
+"Question: Which logical fallacy is used in the text?
+Linda claims that the Newberg Ferrets' new quarterback is better than their old one. I think Linda is being unfair: the Ferrets' old quarterback wasn't a terrible player. | Choices: [circular reasoning: an argument that supports a claim with the claim itself, guilt by association: a negative association intended to discredit someone or something, straw man: a misrepresentation of an opponent's position that makes it easier to argue against] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Linda thinks the Ferrets' old quarterback was a terrible player. But this misrepresents Linda's argument. Linda only claims that the Ferrets' new quarterback is better. This argument doesn't necessarily imply that the old quarterback was a bad player. This illustrates a type of logical fallacy known as a straw man."
+"Question: Use the evidence in the text to select the photosynthetic organism. | Choices: [Strelitzia reginae, also called bird of paradise, is a flowering plant from South Africa. This plant uses carbon dioxide and water to make sugars, which it uses as food., Wilson's bird of paradise is a type of bird that has two curved tail feathers. This bird relies on fruits and insects for food.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Identify the photosynthetic organism | Lecture: Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy, carbon dioxide, and water to produce sugars and oxygen.
+Photosynthetic organisms also often have the following characteristics:
+They are producers, which are organisms that make their own food inside their cells. Because producers make their own food, they typically do not eat other organisms.
+Their cells contain chloroplasts, which are cell structures where photosynthesis occurs.
+Their chloroplasts often contain a green substance called chlorophyll. Chlorophyll captures light energy from the Sun to power photosynthesis.
+They use the sugars they produce during photosynthesis as food. This food provides energy that helps the organisms live, grow, and reproduce. | Solution: This organism is photosynthetic:
+The text tells you that Strelitzia reginae plants use carbon dioxide and water to make sugars, which they use as food. This is evidence that the Strelitzia reginae plant is a photosynthetic organism.
+This organism is not photosynthetic:
+The text does not provide evidence that the Wilson's bird of paradise is photosynthetic."
+"Question: Which type of sentence is this?
+An avid reader, Will attends weekly book club meetings, and he finishes several novels every month. | Choices: [simple, compound, compound-complex, complex] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+An avid reader, Will attends weekly book club meetings, and he finishes several novels every month."
+"Question: What is the mass of a vacuum cleaner? | Choices: [8 grams, 8 kilograms] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a vacuum cleaner is 8 kilograms.
+8 grams is too light. | Hint: Select the better estimate."
+"Question: What does this Works Cited entry indicate about the cited work?
+Ulin, David L. ""The Magic Is Missing in Toni Morrison's 'God Help the Child.'"" Rev. of God Help the Child, by Toni Morrison. Los Angeles Times 23 Apr. 2015: n. pag. Web. 30 Apr. 2015. | Choices: [It is a magazine article., The author's first name is Toni., It is a review.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: reference-skills | Skill: Understand a Works Cited entry (MLA 7th edition) | Lecture: When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.
+Below are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.
+Books:
+Format | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.
+Example | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.
+Essays, short stories, or poems in an anthology or book:
+Format | Author(s). ""Essay, Poem, or Short Story Title."" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.
+Example | James, Henry. ""The Middle Years."" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.
+Magazine and newspaper articles:
+Format | Author(s). ""Article Title."" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.
+Example | Hayes, David J., and James H. Stock. ""The Real Cost of Coal."" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.
+Journal articles:
+Format | Author(s). ""Article Title."" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.
+Example | Gillette, Jane, et al. ""Human Simulations of Vocabulary Learning."" Cognition 73.2 (1999): 135-176. Print.
+Web pages:
+Format | Author(s). ""Page Title."" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.
+Example | Gunn, Janelle P., and Lauren E. Owens. ""How to Slash Sodium from Your Diet."" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.
+Additional guidelines:
+Author Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by ""et al.,"" which stands for and others (e.g., Smith, Jane, et al.).
+Medium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are ""Print"" and ""Web,"" but other possibilities include ""Film,"" ""E-mail,"" and ""Lecture."" Whenever the Medium of Publication is ""Web,"" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.
+Editors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. ""Ed."" stands for edited by. ""Trans."" stands for translated by.
+Missing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation ""n. pag."" is used instead. If a work has no available publication date, the abbreviation ""n.d."" is used instead. If a work has no available publisher or no available city of publication, the abbreviation ""n.p."" is used instead.
+ | Solution: Look closely at the Works Cited entry:
+Ulin, David L. ""The Magic Is Missing in Toni Morrison's 'God Help the Child.'"" Rev. of God Help the Child, by Toni Morrison. Los Angeles Times 23 Apr. 2015: n. pag. Web. 30 Apr. 2015.
+You can tell that the cited work is a review because the entry contains the term Rev. of, which means review of."
+"Question: What kind of sentence is this?
+Don't overlook Jayla when choosing the new principal. | Choices: [exclamatory, imperative, interrogative] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence makes a request, so it is an imperative sentence. Here, it ends with a period."
+"Question: Which correctly shows the title of a book? | Choices: [Let's Go for a Drive!, let's Go for a drive!] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The words for and a are not important, so they should not be capitalized.
+The correct title is Let's Go for a Drive!"
+"Question: What do these two changes have in common?
+a puddle freezing into ice on a cold night
+sewing an apron | Choices: [Both are only physical changes., Both are chemical changes., Both are caused by heating., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A puddle freezing into ice on a cold night is a change of state. So, it is a physical change. Liquid water freezes and becomes solid, but it is still made of water. A different type of matter is not formed.
+Sewing an apron is a physical change. The fabric and thread that make up the apron get a new shape, but the type of matter in each of them does not change.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+A puddle freezing is caused by cooling. But sewing an apron is not."
+"Question: Which logical fallacy is used in the text?
+Did you really vote for Jim as class treasurer? Didn't you hear that his uncle was imprisoned for embezzling $1.5 million? | Choices: [guilt by association: a negative association intended to discredit someone or something, straw man: a misrepresentation of an opponent's position that makes it easier to argue against] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Jim can't be trusted with money, because his uncle embezzled money. However, even though his uncle couldn't be trusted with money, that doesn't necessarily mean that Jim can't be trusted with it. This illustrates a type of logical fallacy known as guilt by association."
+"Question: Select the vertebrate. | Choices: [monarch butterfly, atlantic salmon, red-kneed tarantula, hissing cockroach] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: Like other tarantulas, a red-kneed tarantula is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A monarch butterfly is an insect. Like other insects, a monarch butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.
+An atlantic salmon is a fish. Like other fish, an atlantic salmon is a vertebrate. It has a backbone.
+A hissing cockroach is an insect. Like other insects, a hissing cockroach is an invertebrate. It does not have a backbone. It has an exoskeleton. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Which object has the least thermal energy? | Choices: [a watermelon at a temperature of 75°F, a watermelon at a temperature of 85°F, a watermelon at a temperature of 83°F] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: All three watermelons have the same mass but different temperatures. Since the 75°F watermelon is the coldest, it has the least thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Select the amphibian. | Choices: [olive toad, emu, rabbit, anchovy] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Amphibians have moist skin and begin their lives in water. | Solution: An anchovy is a fish. It lives underwater. It has fins, not limbs.
+An anchovy is a small fish that lives in the ocean. Like some other types of fish, anchovies swim in large groups called schools.
+A rabbit is a mammal. It has fur and feeds its young milk.
+Rabbits live underground in burrows. A group of rabbit burrows is called a warren.
+An olive toad is an amphibian. It has moist skin and begins its life in water.
+Toads do not have teeth! They swallow their food whole.
+An emu is a bird. It has feathers, two wings, and a beak.
+Emus cannot fly, but they can run very fast. They run to avoid predators."
+"Question: Would you find the word never on a dictionary page with the following guide words?
+navy - not | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since never is between the guide words navy - not, it would be found on that page."
+"Question: Which body part tells other body parts what to do? | Choices: [heart, brain, stomach] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Body parts and their functions | Lecture: nan | Solution: nan"
+"Question: Which object has the most thermal energy? | Choices: [a 175-gram glass of milk at a temperature of 63°F, a 175-gram glass of milk at a temperature of 42°F, a 175-gram glass of milk at a temperature of 51°F] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three glasses of milk have the same mass but different temperatures. Since the 63°F glass of milk is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Is the following trait inherited or acquired?
+Isaiah knows how to type. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to type. Instead, many people learn how to type. So, typing is an acquired trait."
+"Question: Based on this information, what is Asgore's phenotype for the coat color trait? | Choices: [a reddish-brown coat, a black coat] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine Asgore's phenotype for the coat color trait. First, consider the alleles in Asgore's genotype for the coat color gene. Then, decide whether these alleles are dominant or recessive.
+The allele for a reddish-brown coat (l) is recessive to the allele for a black coat (L). This means L is a dominant allele, and l is a recessive allele.
+Asgore's genotype of Ll has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Asgore's phenotype for the coat color trait must be a black coat. | Hint: In a group of horses, some individuals have a black coat and others have a reddish-brown coat. In this group, the gene for the coat color trait has two alleles. The allele for a reddish-brown coat (l) is recessive to the allele for a black coat (L).
+Asgore is a horse from this group. Asgore has the heterozygous genotype Ll for the coat color gene."
+"Question: Which figure of speech is used in this text?
+Dr. Jefferson is unhappy with her new assistant because simple tasks, like fetching coffee, take him years to finish. | Choices: [anaphora, hyperbole] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+Take him years to finish is an exaggeration, since it probably does not take him entire years to fetch coffee."
+"Question: Does the sentence use a simile or a metaphor?
+The colorful, blooming flowers of spring are nature's grandest artwork. | Choices: [simile, metaphor] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: The colorful, blooming flowers of spring are nature's grandest artwork.
+The words flowers and artwork are compared without the word like or as. So, the sentence uses a metaphor."
+"Question: What is the temperature of a cool glass of milk? | Choices: [45°C, 45°F] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Estimate temperatures | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
+212°F | Water boils | 100°C
+98.6°F | Body temperature | 37°C
+68°F | Room temperature | 20°C
+32°F | Water freezes | 0°C
+ | Solution: The better estimate for the temperature of a cool glass of milk is 45°F.
+45°C is too hot. | Hint: Select the better estimate."
+"Question: What information supports the conclusion that Sidney inherited this trait? | Choices: [Sidney's biological mother often wears her straight hair in a ponytail., Sidney's biological parents have red hair. Sidney also has red hair., Sidney's neighbor also has straight hair.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Sidney has straight hair."
+"Question: Compare the motion of three ships. Which ship was moving at the lowest speed? | Choices: [a ship that moved 175kilometers south in 5hours, a ship that moved 215kilometers west in 5hours, a ship that moved 355kilometers north in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each ship moved and the time it took to move that distance. The direction each ship moved does not affect its speed.
+Notice that each ship moved for 5 hours. The ship that moved 175 kilometers moved the shortest distance in that time. So, that ship must have moved at the lowest speed."
+"Question: Select the invertebrate. | Choices: [wolf spider, red kangaroo] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have a hard outer cover on their body. Other invertebrates have a soft body. | Solution: A red kangaroo is a mammal. Like other mammals, a red kangaroo is a vertebrate. It has a backbone.
+Like other spiders, a wolf spider is an invertebrate. It does not have a backbone. It has a hard outer cover. | Hint: Hint: Insects, spiders, and worms are invertebrates."
+"Question: Select the vertebrate. | Choices: [redback spider, human, grasshopper, saturn butterfly] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A saturn butterfly is an insect. Like other insects, a saturn butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.
+Like other spiders, a redback spider is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A grasshopper is an insect. Like other insects, a grasshopper is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A human is a mammal. Like other mammals, a human is a vertebrate. It has a backbone. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: How long is a road from one end of a city to the other? | Choices: [7 meters, 7 kilometers, 7 centimeters] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a road from one end of a city to the other is 7 kilometers.
+7 centimeters and 7 meters are both too short. | Hint: Select the best estimate."
+"Question: What is the source of the allusion in the sentence below?
+Despite Dana's insistence that she would raise Cain if we ever got lost, we decided to try taking a shortcut. | Choices: [U.S. history, the Bible] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion raise Cain is the Bible.
+In the Bible, Adam and Eve's son Cain murders his brother in a jealous rage.
+The allusion raise Cain means to resort to violence."
+"Question: Suppose Pam decides to bake bran muffins. Which result would be a cost? | Choices: [Pam will get to eat more muffins. She can make more bran muffins than apple muffins., Pam will give up the chance to eat apple muffins. She thinks apple muffins are tastier than bran muffins.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Pam wants or needs:
+Pam will give up the chance to eat apple muffins. She thinks apple muffins are tastier than bran muffins. | Hint: Pam is deciding whether to bake apple muffins or bran muffins. She wants the muffins to be tasty. But she also wants to make a lot of muffins."
+"Question: Suppose Destiny decides to watch the action movie. Which result would be a cost? | Choices: [Destiny will give up the chance to watch the movie that she is more excited about., Destiny will get to watch a movie with her sister.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Destiny wants or needs:
+Destiny will give up the chance to watch the movie that she is more excited about. | Hint: Destiny is deciding whether to watch a comedy or an action movie. She would prefer to watch a comedy. But she also wants to watch a movie with her sister. Destiny's sister will only watch an action movie."
+"Question: What information supports the conclusion that Roy acquired this trait? | Choices: [Roy knits sweaters using cotton, wool, and other types of yarn., Roy learned how to knit in an after school program.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Roy knows how to knit sweaters."
+"Question: Select the animal that has a backbone. | Choices: [bess beetle, bald eagle] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A bess beetle is an insect. Like other insects, a bess beetle does not have a backbone. It has a hard outer cover.
+A bald eagle is a bird. Like other birds, a bald eagle has a backbone. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones."
+"Question: Which is a complex sentence? | Choices: [Unless the weather forecast is wrong, you'll probably need an umbrella tomorrow., Babe Ruth hit 714 home runs during his baseball career but struck out 1,330 times.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction unless.
+Unless the weather forecast is wrong, you'll probably need an umbrella tomorrow."
+"Question: Which sentence states a fact? | Choices: [Rainforests supply one out of every four ingredients used in modern medicine., People rely too heavily on the resources that rainforests provide.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The second sentence states a fact.
+Rainforests supply one out of every four ingredients used in modern medicine.
+It can be proved by looking up where medicines come from.
+The first sentence states an opinion.
+People rely too heavily on the resources that rainforests provide.
+Too heavily shows what a person believes, thinks, or feels. Another person might have a different opinion about how much people should rely on these resources."
+"Question: What information supports the conclusion that Carson inherited this trait? | Choices: [Carson's biological mother has long hair. Carson also has long hair., Carson uses a headband to keep his wavy hair out of his face., Carson's biological parents have wavy hair.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Carson has wavy hair."
+"Question: What information supports the conclusion that Mark acquired this trait? | Choices: [Mark won a competition at his school with his jump rope tricks., Mark has three jump ropes, each made of a different material., Mark's sister taught him how to do tricks with a jump rope.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Mark knows how to do tricks with a jump rope."
+"Question: Which is a complex sentence? | Choices: [In 1900, the U.S. state with the largest population was New York., My assistant will distribute the report to everyone at the meeting while I make the introductions.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction while.
+My assistant will distribute the report to everyone at the meeting while I make the introductions."
+"Question: Select the animal. | Choices: [Banana trees have large leaves., Giant pandas walk and climb.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A giant panda is an animal. It walks and climbs.
+Giant pandas eat mostly bamboo. But they can also eat other plants and small animals.
+A banana tree is a plant. It has large leaves.
+The leaves on a banana tree can be up to nine feet long!"
+"Question: Which figure of speech is used in this text?
+Maddie insisted that her dog wasn't fat; she said that he was merely well-fed. | Choices: [paradox, euphemism] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Well-fed is an indirect way of saying overweight."
+"Question: What do these two changes have in common?
+an iceberg melting slowly
+breaking a plate | Choices: [Both are chemical changes., Both are only physical changes., Both are caused by heating., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+An iceberg melting is a change of state. So, it is a physical change. An iceberg is made of frozen water. As it melts, the water changes from a solid to a liquid. But a different type of matter is not formed.
+Breaking a plate is a physical change. The plate gets broken into pieces. But each piece is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+An iceberg melting is caused by heating. But breaking a plate is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What is the volume of a blender? | Choices: [50 gallons, 50 cups, 50 fluid ounces] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a blender is 50 fluid ounces.
+50 cups and 50 gallons are both too much. | Hint: Select the best estimate."
+"Question: The city of Springfield has been one of the world's biggest makers of cough drops for many years. But last month, Springfield's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops? | Choices: [The supply will probably go down., The supply will probably go up.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Floods destroyed the cough drop factories in Springfield. The number of producers of cough drops went down. So, the supply of cough drops will probably go down."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Colonel Tom Parker was Elvis Presley's manager until Presley's death in 1977., Colonel Tom Parker was Elvis Presley's manager until his death in 1977.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun his could refer to Colonel Tom Parker or Elvis Presley.
+The second answer choice shows a possible correction for the vague pronoun reference. His has been replaced with Presley's.
+Colonel Tom Parker was Elvis Presley's manager until Presley's death in 1977."
+"Question: What kind of sentence is this?
+Wow, that was a loud sneeze! | Choices: [interrogative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence."
+"Question: Which text uses the word terribly in its traditional sense? | Choices: [Sally made escargots using the small snails from her garden. She prepared them according to the recipe but found the chewy texture terribly disappointing., Sally decided to make escargots using the small snails from her garden, but she prepared them terribly. Since she'd forgotten to add garlic, the taste was disappointing.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses terribly in its traditional sense: in a terrible manner.
+Sally decided to make escargots using the small snails from her garden, but she prepared them terribly. Since she'd forgotten to add garlic, the taste was disappointing.
+The second text uses terribly in its nontraditional sense: extremely; very.
+Sally made escargots using the small snails from her garden. She prepared them according to the recipe but found the chewy texture terribly disappointing.
+Most style guides recommend to use the traditional sense of the word terribly because it is considered more standard."
+"Question: How long is a sunflower seed? | Choices: [10 meters, 10 centimeters, 10 kilometers, 10 millimeters] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a sunflower seed is 10 millimeters.
+10 centimeters, 10 meters, and 10 kilometers are all too long. | Hint: Select the best estimate."
+"Question: What is the mass of a can of soup? | Choices: [10 pounds, 10 tons, 10 ounces] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a can of soup is 10 ounces.
+10 pounds and 10 tons are both too heavy. | Hint: Select the best estimate."
+"Question: Which of these might be part of an animal's skeletal system? | Choices: [hair, tendons and ligaments, the liver and kidneys] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Body systems: perception and motion | Lecture: An animal's skeletal system provides a strong frame for its body. The skeletal system has three main jobs. First, it supports the animal's body. Second, it protects the organs and other soft parts inside the animal's body. Third, it works with the muscular system to help the animal move.
+Some animals have an endoskeleton. The word endoskeleton means ""inside skeleton."" An endoskeleton is inside an animal's body. Many vertebrates have an endoskeleton. A vertebrate's endoskeleton is made up of bones and fibers called tendons and ligaments. Tendons connect muscles to bones, and ligaments connect bones to other bones.
+Some animals have an exoskeleton. The word exoskeleton means ""outside skeleton."" An exoskeleton is made up of tough structures covering the outside of an animal's body. Many invertebrates have an exoskeleton. Stiff fibers attach the animal's muscles to its exoskeleton. | Solution: nan"
+"Question: Which of the following is a trait of an organism? | Choices: [the ways the organism behaves, the amount of oxygen in the organism's environment, the amount of sunshine the organism gets] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Introduction to adaptations | Lecture: A trait is the way an organism looks or behaves.
+An adaptation is a trait that helps an organism stay alive in its environment. | Solution: nan"
+"Question: What does the allusion in this text suggest?
+With the gutters clogged and water rising in the streets, Jane, who was watching the storm from her window, commented, ""We're going to need an ark to get out of here."" | Choices: [Jane plans to build a boat., Jane thinks the storm will cause major flooding.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+The allusion to an ark suggests that Jane thinks the storm will cause major flooding. In the Bible, it rains for forty days and forty nights; Noah, his family, and animals of every species survive the great flood in an ark that he builds."
+"Question: Next winter is expected to be colder and snowier than usual. Producers expect the demand for ski boots to be high. What will probably happen to the overall supply of ski boots? | Choices: [The supply will probably go up., The supply will probably go down.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Producers expect a cold and snowy winter season. They know that people like to ski when there is a lot of snow. They also know that many of these skiers will need to buy ski boots. So, there is an expected change in demand for ski boots. Producers want to sell as many of the ski boots as they can. So, the supply of ski boots will probably go up."
+"Question: Based on this information, what is this pea plant's phenotype for the stem height trait? | Choices: [hh, a short stem] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. The pea plant's observable version of the stem height trait is a short stem. So, the plant's phenotype for the stem height trait is a short stem. | Hint: In a group of pea plants, some individuals have a tall stem and others have a short stem. In this group, the gene for the stem height trait has two alleles. The allele H is for a tall stem, and the allele h is for a short stem.
+A certain pea plant from this group has a short stem. This plant has two alleles for a short stem."
+"Question: Based on this information, what is Raiden's phenotype for the coat pattern trait? | Choices: [AA, a black coat] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Raiden's observable version of the coat pattern trait is a black coat. So, Raiden's phenotype for the coat pattern trait is a black coat. | Hint: In a group of jaguars, some individuals have a black coat and others have a spotted coat. In this group, the gene for the coat pattern trait has two alleles. The allele A is for a black coat, and the allele a is for a spotted coat.
+Raiden, a jaguar from this group, has a black coat. Raiden has two alleles for a black coat."
+"Question: Compare the motion of three geese. Which goose was moving at the highest speed? | Choices: [a goose that moved 375miles south in 10hours, a goose that moved 520miles north in 10hours, a goose that moved 495miles west in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. | Solution: Look at the distance each goose moved and the time it took to move that distance. The direction each goose moved does not affect its speed.
+Notice that each goose moved for 10 hours. The goose that moved 520 miles moved the farthest distance in that time. So, that goose must have moved at the highest speed."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Steve sent them the transcript from his old college, but he still wasn't granted an exemption from English 101., Steve sent the registrar's office the transcript from his old college, but he still wasn't granted an exemption from English 101.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun them is used without its antecedent.
+The first answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the registrar's office.
+Steve sent the registrar's office the transcript from his old college, but he still wasn't granted an exemption from English 101."
+"Question: Complete the sentence.
+The Eighth Amendment places limits on how the government can () people. | Choices: [help, punish, educate, tax] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: civics | Skill: The Bill of Rights | Lecture: nan | Solution: The Eighth Amendment places limits on how the government can punish people. In particular, it says that the government cannot use ""cruel and unusual punishments."" What makes a punishment ""cruel or unusual""? The answer is not clear. The Eighth Amendment doesn't talk about specific punishments. Over time, Americans have changed their views on what is cruel and unusual. For example, the government decided in 2005 that it was cruel to put someone to death for a crime he or she committed before the age of 18. Today, Americans continue to question what is cruel and unusual. In the future, some punishments used today may be outlawed. The text of the Eighth Amendment is below. Does it have rules against anything else? Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted."
+"Question: Which closing is correct for a letter? | Choices: [Best Wishes,
+Cody, Best wishes,
+Cody] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which is the hardest? | Choices: [wood ruler, soap, cotton towel] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Hard is a property. A hard material keeps its shape when you press on it with your finger.
+Look at each picture, one at a time. Imagine pushing on the material shown in each picture.
+Of the choices, the wood ruler is the hardest. If you press on a piece of wood, it will not change shape."
+"Question: What information supports the conclusion that Alan inherited this trait? | Choices: [Alan's coworker also has curly hair., Alan and his biological parents have brown hair., Alan's biological father has curly hair.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Alan has curly hair."
+"Question: Select the animal. | Choices: [Dung beetles walk and run., Pear trees have green leaves., Pine trees have green leaves., Oak trees can have thick branches.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A dung beetle is an animal. It walks and runs.
+Dung beetles eat animal waste, which is called dung. They roll the dung into balls to store for later.
+An oak tree is a plant. It can have thick branches.
+Acorns grow on oak trees. Acorns are small nuts with a seed inside.
+A pine tree is a plant. It has green leaves.
+Pine tree seeds grow in cones. Trees that grow cones are called conifers.
+A pear tree is a plant. It has green leaves.
+Wild pear trees grow in Europe, north Africa, and Asia."
+"Question: What kind of sentence is this?
+Emma felt intimidated by the steep cliff that she faced on her first rock-climbing adventure. | Choices: [interrogative, declarative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement and always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An interrogative sentence asks a question and always ends with a question mark.
+Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
+An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence is a statement and ends with a period. It is a declarative sentence."
+"Question: Is the following trait inherited or acquired?
+Emma plays basketball. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play basketball. Instead, some people learn how to play basketball. Playing the sport takes practice. So, playing basketball is an acquired trait. | Hint: Hint: Playing basketball takes practice."
+"Question: Which figure of speech is used in this text?
+He wanted his friends to realize that life is a journey and not a destination.
+—Lynn H. Hough | Choices: [simile, metaphor] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses a metaphor, comparing two things that are not actually alike without using like or as.
+Life is a journey compares life to a journey without using like or as."
+"Question: Compare the motion of two bowhead whales. Which bowhead whale was moving at a lower speed? | Choices: [a bowhead whale that moved 50miles in 10hours, a bowhead whale that moved 20miles in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each bowhead whale moved and the time it took to move that distance.
+One bowhead whale moved 20 miles in 10 hours.
+The other bowhead whale moved 50 miles in 10 hours.
+Notice that each bowhead whale spent the same amount of time moving. The bowhead whale that moved 20 miles moved a shorter distance in that time. So, that bowhead whale must have moved at a lower speed."
+"Question: Is the following trait inherited or acquired?
+Jake has naturally curly hair. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Human hair can be naturally curly or naturally straight. Curly and straight are examples of hair texture.
+Some people decide to change how their hair looks. But this doesn't affect the natural texture of their hair. So, having naturally curly hair is an inherited trait. | Hint: Hint: Some humans are born with naturally curly hair. Others are born with naturally straight hair."
+"Question: Would you find the word travel on a dictionary page with the following guide words?
+together - tug | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since travel is between the guide words together - tug, it would be found on that page."
+"Question: Answer the riddle.
+I am wet.
+You can drink me.
+You will find me in a lake.
+What am I? | Choices: [a fish, water] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: vocabulary | Skill: What am I? | Lecture: nan | Solution: Water is wet.
+You can drink water.
+You will find water in a lake."
+"Question: What is the source of the allusion in the sentence below?
+Erica told her friends that Philip was a typical Peter Pan type. | Choices: [literature, Greek mythology] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Peter Pan is literature.
+In a J. M. Barrie novel, the character Peter Pan retreats to Neverland and refuses to grow up.
+The allusion Peter Pan means a person who won't take on adult responsibilities."
+"Question: What does the metaphor in this text suggest?
+Jennifer felt a roller coaster of emotions when she heard the news. | Choices: [Jennifer found the news scary., Jennifer had varied feelings.] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town. | Solution: The text uses a metaphor, comparing two things that are not actually alike without using like or as.
+The metaphor Jennifer felt a roller coaster of emotions suggests that Jennifer had varied feelings. A roller coaster has a dramatic mix of ups and downs, and so do Jennifer's feelings."
+"Question: What is the source of the allusion in the sentence below?
+Walter dropped out of college to travel the world, but a year later, the prodigal son returned home and re-enrolled. | Choices: [the Bible, British history] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion prodigal son is the Bible.
+In a Biblical parable, the prodigal son irresponsibly spends the inheritance given to him by his father. When he returns home, he expects to be shamed, but his father forgives him.
+The allusion prodigal son means a person who behaves recklessly but later makes a repentant return."
+"Question: Which figure of speech is used in this text?
+The water made a sound like kittens lapping.
+—Marjorie Kinnan Rawlings, The Yearling | Choices: [idiom, simile] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text includes a simile, using like or as to compare two things that are not actually alike.
+Like kittens lapping compares the sound of water to the sound of kittens lapping something up."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Wyatt,, Dear wyatt,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Wyatt is capitalized because it is a proper noun."
+"Question: Which tense does the sentence use?
+Tracy and Paul skated in the park. | Choices: [present tense, future tense, past tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, skated. The verb ends in -ed and tells you about something that has already happened."
+"Question: How long does it take to mow the lawn? | Choices: [43 minutes, 43 seconds] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to mow the lawn is 43 minutes.
+43 seconds is too fast. | Hint: Select the better estimate."
+"Question: Which closing is correct for a letter? | Choices: [Your student,
+Angie, your student,
+Angie] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Mrs. Patterson told her assistant to book a flight to Lowell immediately., Mrs. Patterson informed her assistant that she had to book a flight to Seoul immediately.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun she could refer to Mrs. Patterson or her assistant.
+Mrs. Patterson informed her assistant that she had to book a flight to Seoul immediately.
+The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Mrs. Patterson told her assistant to book a flight to Lowell immediately."
+"Question: Which is a complete sentence? | Choices: [Reads about many kinds of plants and animals., The class chuckles at Ms. Horton's joke.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: The class chuckles at Ms. Horton's joke is a complete sentence. The subject is the class, and the verb is chuckles."
+"Question: Which greeting is correct for a letter? | Choices: [Dear grandma Susan,, Dear Grandma Susan,] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Grandma Susan is capitalized because it is a proper noun."
+"Question: Suppose Hanson decides to go as a superhero. Which result would be a cost? | Choices: [Hanson will give up the chance to wear the costume he is more excited about., Hanson will save some time and money. He won't have to go out and get a new costume.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Hanson wants or needs:
+Hanson will give up the chance to wear the costume he is more excited about. | Hint: Hanson is deciding whether to go as a vampire or a superhero to a costume party. He would rather go as a vampire. But he already has a superhero costume."
+"Question: Which change best matches the sentence?
+Small pieces of dust and rock are blown away by wind. | Choices: [erosion, deposition, meteorite crash] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: Classify changes to Earth's surface II | Lecture: nan | Solution: nan"
+"Question: Based on this information, what is this fruit fly's genotype for the wing type gene? | Choices: [Nn, normal wings] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. The fruit fly has one allele for normal wings (N) and one allele for vestigial wings (n). So, the fly's genotype for the wing type gene is Nn. | Hint: This passage describes the wing type trait in fruit flies:
+
+In a group of fruit flies, some individuals have normal wings and others have vestigial wings. In this group, the gene for the wing type trait has two alleles. The allele N is for normal wings, and the allele n is for vestigial wings.
+A certain fruit fly from this group has normal wings. This fly has one allele for normal wings and one allele for vestigial wings."
+"Question: Which text uses the word travesty in its traditional sense? | Choices: [Kimi thought it a travesty that her local news network provided only limited coverage of the presidential debates., Kimi was upset about the local news network's coverage of the presidential debates, calling it a travesty of reporting that undermined important issues.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses travesty in its traditional sense: a ridiculous imitation; a parody.
+Kimi was upset about the local news network's coverage of the presidential debates, calling it a travesty of reporting that undermined important issues.
+The second text uses travesty in its nontraditional sense: a disappointment or a tragedy.
+Kimi thought it a travesty that her local news network provided only limited coverage of the presidential debates.
+Most style guides recommend to use the traditional sense of the word travesty because it is considered more standard."
+"Question: Which sentence uses a metaphor? | Choices: [Our boots were muddy pig's hooves., Our boots were as muddy as a pig's hooves.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: This sentence uses a metaphor:
+Our boots were muddy pig's hooves.
+The words boots and pig's hooves are compared without the word like or as.
+This sentence uses a simile:
+Our boots were as muddy as a pig's hooves.
+The words boots and pig's hooves are compared using the word as."
+"Question: Which word would you find on a dictionary page with the following guide words?
+peel - plane | Choices: [pumpkin, pin] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since pin is between the guide words peel - plane, it would be found on that page."
+"Question: What is the volume of a car's gas tank? | Choices: [37 liters, 37 milliliters] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a car's gas tank is 37 liters.
+37 milliliters is too little. | Hint: Select the better estimate."
+"Question: Which text uses the word terribly in its traditional sense? | Choices: [Danny shivered as he gazed at the terribly steep, snowy slope. After calming his nerves, he began his descent., Danny shivered terribly as he gazed at the snow-clad slope. After calming his nerves, he began his descent.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses terribly in its traditional sense: in a terrible manner.
+Danny shivered terribly as he gazed at the snow-clad slope. After calming his nerves, he began his descent.
+The first text uses terribly in its nontraditional sense: extremely; very.
+Danny shivered as he gazed at the terribly steep, snowy slope. After calming his nerves, he began his descent.
+Most style guides recommend to use the traditional sense of the word terribly because it is considered more standard."
+"Question: Which block of copper has a lower temperature? | Choices: [the block of copper with less thermal energy, the block of copper with more thermal energy] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two blocks of copper are made of the same material and have the same mass. So, the block of copper with less thermal energy has a lower temperature. | Hint: Two 9-kilogram blocks of copper are identical except for their thermal energies."
+"Question: Select the living thing. | Choices: [banana tree, yo-yo, Mount Rushmore National Memorial, candle] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
+All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
+All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A banana tree is a living thing.
+Banana trees grow and respond to their environment. They need food and water. Banana trees are made up of many cells.
+Banana trees are plants. They make their own food using water, carbon dioxide, and energy from sunlight.
+A candle is not a living thing.
+A candle does not have all the traits of a living thing. It gives off light and heat, but it does not need food or water to survive.
+Mount Rushmore National Memorial is not a living thing.
+The Mount Rushmore National Memorial is a sculpture of four American presidents: George Washington, Thomas Jefferson, Theodore Roosevelt, and Abraham Lincoln. The sculpture does not have all the traits of a living thing. It does not grow or respond to the world around it. It does not need food or water.
+A yo-yo is not a living thing.
+Yo-yos do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water."
+"Question: Which logical fallacy is used in the text?
+My pediatrician says we should stop letting little Raymond eat so much candy, but what does she know? She's never been a mother. | Choices: [bandwagon fallacy: the assumption that the popular choice is automatically correct, ad hominem: an attack against the person making the argument, rather than the argument itself, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that a non-parent isn't allowed to give advice about children's diets. This is a personal attack on the pediatrician that isn't relevant to whether her professional advice is valid. This illustrates a type of logical fallacy known as ad hominem."
+"Question: Which is a simple sentence? | Choices: [Mr. Hoffman cleans the chimney, and Mrs. Hoffman washes the car., Roosters have large combs on top of their heads.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the simple sentence. It has one subject and predicate.
+Roosters have large combs on top of their heads."
+"Question: Is the following trait inherited or acquired?
+Sue can ride a bicycle. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to ride a bicycle. Instead, many people learn how to ride. So, riding a bicycle is an acquired trait. | Hint: Hint: Riding a bike well takes practice."
+"Question: Is this a sentence fragment?
+Using instruments called geophones, scientists measuring seismic waves caused by traffic to learn how urban life affects the earth. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify sentence fragments | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A sentence fragment is a group of words that does not express a complete thought.
+Rehearsing daily because we have a concert in two weeks.
+This fragment is missing a subject. It doesn't tell who is rehearsing.
+The band I'm in.
+This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
+Because we have a concert in two weeks.
+This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | Solution: This is a sentence fragment. It does not express a complete thought.
+Using instruments called geophones, scientists measuring seismic waves caused by traffic to learn how urban life affects the earth.
+Here is one way to fix the sentence fragment:
+Using instruments called geophones, scientists have been measuring seismic waves caused by traffic to learn how urban life affects the earth."
+"Question: Complete the sentence.
+Liquid tree resin hardening into amber is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Tree resin hardening into amber is a chemical change. Heat and pressure over a long period of time can turn tree resin into amber. Amber is a different type of matter than resin."
+"Question: Which is a run-on sentence? | Choices: [The curious girl looked into the damp cellar., Our car was stuck in traffic, we were late.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Our car was stuck in traffic, we were late is a run-on sentence. It has two sentences that are joined by just a comma: Our car was stuck in traffic and We were late."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her ideas and development?
+Asthma is a lung condition that makes it difficult to breathe. When people have asthma, their breathing passages can become inflamed, swelling up and filling with mucus. Emphysema is another lung disease that makes people short of breath. In people with asthma, inflamed airways become sensitive to smoke and dust, and as a result, the muscles of the airway can tighten up. All of these things make the passages narrow, so it's hard for air to move through. As a result, people with asthma sometimes have a hard time breathing. | Choices: [by including more details to support the main idea, by clearly stating the main idea, by removing information unrelated to the main idea] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her ideas and development by removing information unrelated to the main idea.
+For example, the writer could remove the underlined text and focus only on the main idea: how asthma affects breathing.
+Asthma is a lung condition that makes it difficult to breathe. When people have asthma, their breathing passages can become inflamed, swelling up and filling with mucus. Emphysema is another lung disease that makes people short of breath. In people with asthma, inflamed airways become sensitive to smoke and dust, and as a result, the muscles of the airway can tighten up. All of these things make the passages narrow, so it's hard for air to move through. As a result, people with asthma sometimes have a hard time breathing."
+"Question: Which word would you find on a dictionary page with the following guide words?
+erosion - eyebrow | Choices: [exert, enrage] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since exert is between the guide words erosion - eyebrow, it would be found on that page."
+"Question: Would you find the word direction on a dictionary page with the following guide words?
+dangle - drift | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since direction is between the guide words dangle - drift, it would be found on that page."
+"Question: Using only these supplies, which question can Carla investigate with an experiment? | Choices: [When placed in the sun, will eight ounces of water in a closed jar or eight ounces of water in an open jar get warmer?, When placed in the sun, will eight ounces of water in a glass jar or eight ounces of water in a plastic cup get warmer?, Will eight ounces of carbonated water or eight ounces of tap water get warmer when placed in a jar in the sun?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Carla leaves a glass jar of cold tea outside in full sunlight. When she goes to get it, she notices that the tea is warm. She wonders what factors affect how warm a liquid gets from sitting in the sunlight. So, she decides to design an experiment. She has the following supplies available:
+two identical glass jars
+two jar lids
+tap water
+a measuring cup
+two thermometers"
+"Question: Which expression of condolence is more formal? | Choices: [I am sorry to hear that your pet fish died., I'm sorry your pet fish kicked the bucket.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second expression of condolence is more formal. The other expression of condolence uses a contraction (I'm) and insensitive-sounding slang (kicked the bucket)."
+"Question: How long is a duck? | Choices: [1 yard, 1 foot, 1 inch, 1 mile] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a duck is 1 foot.
+1 inch is too short. 1 yard and 1 mile are too long. | Hint: Select the best estimate."
+"Question: What information supports the conclusion that Dirk acquired this trait? | Choices: [Dirk's brother has scars on both of his knees., Dirk's scar is on his left knee. His mother also has a scar on her left knee., Dirk's scar was caused by an accident. He cut his leg when he fell off his skateboard.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Dirk has a scar on his left knee."
+"Question: Which sentence states a fact? | Choices: [Dione Lucas was the first woman to graduate from the cooking school Le Cordon Bleu in Paris., Graduates of the Parisian cooking school Le Cordon Bleu make the most delicious meals.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved by research or observation.
+Napoleon Bonaparte was shorter than King Louis XVI.
+The statement above is a fact. The statement can be proved by researching the height of each man and comparing them.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved.
+Napoleon Bonaparte was a better leader than King Louis XVI.
+The statement above is an opinion. People can have different ideas about what makes someone a ""better"" leader, so the statement cannot be proved. | Solution: The first sentence states a fact.
+Dione Lucas was the first woman to graduate from the cooking school Le Cordon Bleu in Paris.
+It can be proved by reading about the history of Le Cordon Bleu.
+The second sentence states an opinion.
+Graduates of the Parisian cooking school Le Cordon Bleu make the most delicious meals.
+Most delicious shows what a person believes, thinks, or feels. Another person might have a different opinion about what counts as the most delicious meals."
+"Question: Which greeting is correct for a letter? | Choices: [Dear mr. Kelly,, Dear Mr. Kelly,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Mr. Kelly is capitalized because it is a proper noun."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Ted sent them the transcript from his old college, but he still wasn't granted an exemption from English 101., Ted sent the registrar's office the transcript from his old college, but he still wasn't granted an exemption from English 101.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun them is used without its antecedent.
+The second answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the registrar's office.
+Ted sent the registrar's office the transcript from his old college, but he still wasn't granted an exemption from English 101."
+"Question: Compare the motion of three sailboats. Which sailboat was moving at the highest speed? | Choices: [a sailboat that moved 15miles north in 5hours, a sailboat that moved 40miles north in 5hours, a sailboat that moved 45miles west in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. | Solution: Look at the distance each sailboat moved and the time it took to move that distance. The direction each sailboat moved does not affect its speed.
+Notice that each sailboat moved for 5 hours. The sailboat that moved 45 miles moved the farthest distance in that time. So, that sailboat must have moved at the highest speed."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [When Brian tried to explain the complicated equation to Steven, his head started spinning., Steven's head started spinning when Brian tried to explain the complicated equation to him.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun him could refer to Brian or Steven.
+When Brian tried to explain the complicated equation to Steven, his head started spinning.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Steven's head started spinning when Brian tried to explain the complicated equation to him."
+"Question: Select the living thing. | Choices: [chair, almond tree, clay, candy] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
+All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
+All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: Clay is not a living thing.
+Clay does not have all of the traits of a living thing. It can be formed into different shapes, but it does not grow or respond to the world around it. It does not need food or water.
+An almond tree is a living thing.
+Almond trees grow and respond to their environment. They need food and water. Almond trees are made up of many cells.
+Almond trees are plants. They make their own food using water, carbon dioxide, and energy from sunlight.
+A chair is not a living thing.
+Chairs do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
+Candy is not a living thing.
+Candy does not have all of the traits of a living thing. It is sweet and can be shaped like fruit. But it does not grow like real fruit. It does not need food or water."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Mrs. Levin was overjoyed when she saw her granddaughter for the first time in two years., When Mrs. Levin saw her granddaughter for the first time in two years, she was overjoyed.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun she could refer to Mrs. Levin or her granddaughter.
+When Mrs. Levin saw her granddaughter for the first time in two years, she was overjoyed.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Mrs. Levin was overjoyed when she saw her granddaughter for the first time in two years."
+"Question: Based on this information, what is Cupcake's phenotype for the eye color trait? | Choices: [brown eyes, red eyes] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Cupcake's genotype for the eye color gene is EE. Cupcake's genotype of EE has only E allelles. The E allele is for brown eyes. So, Cupcake's phenotype for the eye color trait must be brown eyes.
+To check this answer, consider whether Cupcake's alleles are dominant or recessive. The allele for brown eyes (E) is dominant over the allele for red eyes (e). This means E is a dominant allele, and e is a recessive allele.
+Cupcake's genotype of EE has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Cupcake's phenotype for the eye color trait must be brown eyes. | Hint: In a group of guinea pigs, some individuals have brown eyes and others have red eyes. In this group, the gene for the eye color trait has two alleles. The allele for brown eyes (E) is dominant over the allele for red eyes (e).
+Cupcake is a guinea pig from this group. Cupcake has the homozygous genotype EE for the eye color gene."
+"Question: What is the source of the allusion in the sentence below?
+Looking at his life, we couldn't help but see Sean as a Job-like figure. | Choices: [the Bible, Roman history] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Job is the Bible.
+In the Bible, Job remains faithful and loyal to God, even after the unjust loss of his possessions, family, and health.
+The allusion Job means someone who patiently endures adversity."
+"Question: Which logical fallacy is used in the text?
+Ms. Novak has suggested that our schools let students take statistics instead of algebra to graduate. Frankly, it is puzzling to me that she thinks algebra is a useless subject. | Choices: [circular reasoning: an argument that supports a claim with the claim itself, straw man: a misrepresentation of an opponent's position that makes it easier to argue against, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Ms. Novak thinks algebra is useless because she would let students take statistics instead. However, Ms. Novak only claimed that students should be allowed to take statistics instead of algebra. She did not suggest that algebra is a useless subject. This illustrates a type of logical fallacy known as a straw man."
+"Question: Which figure of speech is used in this text?
+""There's nothing I love more than skipping lunch,"" Mr. Massey told the flight attendant when he learned that no food would be available on his cross-country flight. | Choices: [personification, verbal irony] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Nothing I love more shows verbal irony because Mr. Massey is probably upset that there isn't anything to eat."
+"Question: What does the verbal irony in this text suggest?
+""Sleeping through the rooster's crowing was no problem,"" Jaylen joked with a yawn. | Choices: [Jaylen slept well., Jaylen slept poorly.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Sleeping through the rooster's crowing was no problem ironically suggests that Jaylen slept poorly. Jaylen was tired, so the rooster's crowing was clearly a problem."
+"Question: Which logical fallacy is used in the text?
+Ben's definitely voting for the Conservative Party in the next election because he said there was no way he was voting for the Labour Party. | Choices: [false dichotomy: an argument that presents only two choices when more options exist, false causation: the assumption that because two things happened together, one caused the other, appeal to nature: the assumption that natural things are always good] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Ben is voting either for the candidate from the Conservative Party or the Labour Party. However, Ben might be voting for a third party—or he might not be voting at all. This illustrates a type of logical fallacy known as a false dichotomy."
+"Question: Would you find the word notion on a dictionary page with the following guide words?
+napkin - news | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since notion is not between the guide words napkin - news, it would not be found on that page."
+"Question: Which word would you find on a dictionary page with the following guide words?
+ill - its | Choices: [insect, icicle] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since insect is between the guide words ill - its, it would be found on that page."
+"Question: Which text uses the word can in its traditional sense? | Choices: [As they observed the cheetahs on the open grassland, the wildlife photographer said to Brian, ""You can borrow my camera if you want."", As they observed the animals on the open grassland, the wildlife photographer said to Brian, ""Did you know that cheetahs can run as fast as seventy-five miles per hour?""] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses can in its traditional sense: to have the ability to.
+As they observed the animals on the open grassland, the wildlife photographer said to Brian, ""Did you know that cheetahs can run as fast as seventy-five miles per hour?""
+The first text uses can in its nontraditional sense: to have permission to.
+As they observed the cheetahs on the open grassland, the wildlife photographer said to Brian, ""You can borrow my camera if you want.""
+Most style guides recommend to use the traditional sense of the word can because it is considered more standard."
+"Question: Complete the statement. Assume that Logan's mass did not change.
+The gravitational potential energy stored between Logan and Earth () as he hiked toward the summit. | Choices: [increased, decreased, stayed the same] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between Logan and the center of Earth changed.
+The summit of the mountain was higher than the point where Logan started hiking. As he hiked toward the summit, the distance between Logan and the center of Earth increased. So, the gravitational potential energy stored between Logan and Earth increased as he hiked toward the summit. | Hint: Read the text about a person in motion.
+Logan hiked up a tall mountain. He followed a trail all the way to the summit."
+"Question: Complete the sentence so that it uses personification.
+I decided to take advantage of the opportunity that (). | Choices: [was knocking at my door, I had learned about] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the phrase was knocking at my door. It describes the opportunity as if it were a person presenting himself."
+"Question: Which is a compound sentence? | Choices: [Last night we heard an owl outside in the oak tree., Mrs. Kim plants flower seeds, and they blossom in the spring.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction and.
+Mrs. Kim plants flower seeds, and they blossom in the spring."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [When Lucy parked her scooter next to Mr. Wiley's car, she noticed that it had a flat tire., When Lucy parked her scooter next to Mr. Wiley's car, she noticed that the scooter had a flat tire.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun it could refer to her scooter or Mr. Wiley's car.
+The first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the scooter.
+When Lucy parked her scooter next to Mr. Wiley's car, she noticed that the scooter had a flat tire."
+"Question: Which closing is correct for a letter? | Choices: [love,
+Bella, Love,
+Bella] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which is the hardest? | Choices: [silk kimono, rubber balloons, wood bat] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Hard is a property. A hard material keeps its shape when you press on it with your finger.
+Look at each picture, one at a time. Imagine pushing on the material shown in each picture.
+Of the choices, the wood bat is the hardest. If you squeeze a piece of wood, it will not change shape."
+"Question: Select the plant. | Choices: [Basil has green leaves., Bison eat mostly grass.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: Basil is a plant. It has green leaves.
+Basil leaves are used in cooking.
+A bison is an animal. It eats mostly grass.
+Bison can use their horns to defend themselves."
+"Question: Based on this information, what is Malia's phenotype for the Thomsen disease trait? | Choices: [not having Thomsen disease, having Thomsen disease] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine Malia's phenotype for the Thomsen disease trait. First, consider the alleles in Malia's genotype for the Thomsen disease gene. Then, decide whether these alleles are dominant or recessive.
+The allele for having Thomsen disease (M) is dominant over the allele for not having Thomsen disease (m). This means M is a dominant allele, and m is a recessive allele.
+Malia's genotype of Mm has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Malia's phenotype for the Thomsen disease trait must be having Thomsen disease. | Hint: This passage describes the Thomsen disease trait in humans:
+
+In a group of humans, some individuals have Thomsen disease and others do not. In this group, the gene for the Thomsen disease trait has two alleles. The allele for having Thomsen disease (M) is dominant over the allele for not having Thomsen disease (m).
+Malia is a human from this group. Malia has the heterozygous genotype Mm for the Thomsen disease gene."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Ms. Montoya,, dear Ms. Montoya,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Ms. Montoya is capitalized because it is a proper noun."
+"Question: Select the one animal that has all of the reptile traits listed above. | Choices: [Dwarf crocodiles are the smallest crocodiles alive today. They grow to be about five feet long and have scaly, waterproof skin. Dwarf crocodiles live in Central Africa and hatch from eggs with shells., Western gorillas have black, gray, or brown fur. Adult males are sometimes called silverbacks because they have often have gray fur on their backs. Female western gorillas feed their offspring milk.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Reptiles have the following traits:
+They have scaly, waterproof skin.
+They make eggs with shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A dwarf crocodile has the following traits:
+It has scaly, waterproof skin.
+It makes eggs with shells.
+A dwarf crocodile has the traits of a reptile. A dwarf crocodile is a reptile.
+A western gorilla has the following traits:
+It feeds its offspring milk.
+It has fur.
+A western gorilla does not have all of the traits of a reptile. A western gorilla is a mammal. | Hint: Reptiles are a group of animals with similar traits. The following traits can be used to identify reptiles:
+They have scaly, waterproof skin.
+They make eggs with shells. Observe the animals and read the descriptions."
+"Question: In which place would you be more likely to drive to see your neighbors? | Choices: [a rural area, an urban area] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: geography | Skill: Compare urban, suburban, and rural areas | Lecture: People around the world live in three main kinds of places: urban areas, suburban areas, and rural areas.
+An urban area is a city. It has many people and businesses. The buildings are close to each other. The buildings are often tall and have many floors. Since there are so many people, traffic is usually bad. People will walk or take the bus, train, or subway to avoid traffic.
+A suburban area, or suburb, is near a city. It is quieter and less crowded than an urban area. People usually live in houses with yards. Most people drive to get places.
+A rural area is less crowded than both urban and suburban areas. Houses are much more spread out. People usually have to drive to get places. People in rural areas often live on farms or ranches.
+Some places, like small towns, don't really fit into any of the types. A small town does not have as many people as an urban area, but it has more people than a rural area. It is not near a city, so it is not called a suburb. | Solution: You would be more likely to drive to see your neighbors in a rural area. In urban areas, your neighbors live right next to you. In rural areas, houses are farther apart."
+"Question: Based on this information, what is Jasmine's phenotype for the fur color trait? | Choices: [white fur, orange fur] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Jasmine's genotype for the fur color gene is ff. Jasmine's genotype of ff has only f alleles. The f allele is for white fur. So, Jasmine's phenotype for the fur color trait must be white fur.
+To check this answer, consider whether Jasmine's alleles are dominant or recessive. The allele for white fur (f) is recessive to the allele for orange fur (F). This means F is a dominant allele, and f is a recessive allele.
+Jasmine's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Jasmine's phenotype for the fur color trait must be white fur. | Hint: In a group of Bengal tigers, some individuals have orange fur and others have white fur. In this group, the gene for the fur color trait has two alleles. The allele for white fur (f) is recessive to the allele for orange fur (F).
+Jasmine is a Bengal tiger from this group. Jasmine has the homozygous genotype ff for the fur color gene."
+"Question: Would you find the word tack on a dictionary page with the following guide words?
+throat - toy | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since tack is not between the guide words throat - toy, it would not be found on that page."
+"Question: Which logical fallacy is used in the text?
+How could Lexi have anything insightful to say about foreign affairs? She grew up on a farm. | Choices: [hasty generalization: a broad claim based on too few observations, straw man: a misrepresentation of an opponent's position that makes it easier to argue against, ad hominem: an attack against the person making the argument, rather than the argument itself] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Lexi cannot be insightful about foreign affairs because she grew up on a farm. This is a personal attack that isn't relevant to whether she knows about foreign affairs. This illustrates a type of logical fallacy known as ad hominem."
+"Question: What information supports the conclusion that Tammy inherited this trait? | Choices: [Tammy's parents have dark skin. They passed down this trait to Tammy., Tammy and her father both have dark hair.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Tammy has dark skin."
+"Question: What do these two changes have in common?
+water evaporating from a lake
+mixing sand and gravel | Choices: [Both are caused by cooling., Both are chemical changes., Both are caused by heating., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Water evaporating from a lake is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
+Mixing sand and gravel is a physical change. Together, the sand and gravel make a mixture. But making this mixture does not form a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Water evaporating is caused by heating. But mixing sand and gravel is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which word would you find on a dictionary page with the following guide words?
+jingle - judge | Choices: [jog, jaw] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since jog is between the guide words jingle - judge, it would be found on that page."
+"Question: How long is the Great Wall of China? | Choices: [13,000 feet, 13,000 inches, 13,000 yards, 13,000 miles] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of the Great Wall of China is 13,000 miles.
+13,000 inches, 13,000 feet, and 13,000 yards are all too short. | Hint: Select the best estimate."
+"Question: All organisms need food for energy. But how does an organism's body actually get energy out of food?
+Select the true statement. | Choices: [Breaking down molecules can release energy., Cells usually take in large food molecules.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Understanding the chemistry of cellular respiration | Lecture: nan | Solution: nan | Hint: Food supplies an organism with many small, energy-rich molecules. These molecules are taken in by the organism's cells. Inside cells, the molecules from food are broken down to release energy that cells can use. This energy powers cell processes that allow the entire organism to grow and live."
+"Question: Which of the things shown below is a need? | Choices: [A costume, Food] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: economics | Skill: What is economics? | Lecture: nan | Solution: Food is a need. Without it, you cannot live.
+A costume is a want. It is something you might like to have. But you can live and stay healthy and safe without it. | Hint: In the following questions, you will learn about economics (eh-kuh-NAH-miks). Economics looks at decisions people make to meet needs and wants. Needs are things that you must have to live or stay healthy and safe. Wants are things that you would only like to have."
+"Question: What is the mass of an eraser? | Choices: [39 grams, 39 kilograms] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of an eraser is 39 grams.
+39 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: What do these two changes have in common?
+pouring milk on oatmeal
+cracking open a peanut | Choices: [Both are only physical changes., Both are caused by cooling., Both are caused by heating., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Pouring milk on oatmeal is a physical change. The oatmeal and milk form a creamy mixture. But making this mixture does not form a different type of matter.
+Cracking open a peanut is a physical change. The peanut shell breaks and the peanut falls out. Both are still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Suppose Steven decides to join the Theater Club. Which result would be a cost? | Choices: [Steven will spend more time in the Theater Club than he would have spent in the Photography Club., Steven will have more fun in the Theater Club than he would have had in the Photography Club.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Steven wants or needs:
+Steven will spend more time in the Theater Club than he would have spent in the Photography Club. | Hint: Steven is deciding whether to join the Theater Club or the Photography Club at school. He wants the club he joins to be fun. But he doesn't want it to take up too much time."
+"Question: Would you find the word rubber on a dictionary page with the following guide words?
+remain - ridge | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since rubber is not between the guide words remain - ridge, it would not be found on that page."
+"Question: Which sentence states a fact? | Choices: [The Great Sphinx is the most interesting Egyptian landmark., The Great Sphinx was built more than 4,500 years ago and is located in Egypt.] | Task: closed choice | Subject: social science | Grade: grade8 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved true by research or observation.
+George Washington became president of the United States in 1789.
+This statement is a fact. It can be proved by researching what year George Washington was inaugurated president.
+An opinion is something that a person believes, thinks, or feels. An opinion can be supported by evidence, but it cannot be proved true.
+George Washington was a better president than Thomas Jefferson.
+This statement is an opinion. People can have different ideas about what makes someone a ""better"" president, so the statement cannot be proved. | Solution: The second sentence states a fact.
+The Great Sphinx was built more than 4,500 years ago and is located in Egypt.
+It can be proved by reading a history book about the Great Sphinx.
+The first sentence states an opinion.
+The Great Sphinx is the most interesting Egyptian landmark.
+Most interesting shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes one landmark more interesting than others."
+"Question: Which object has the most thermal energy? | Choices: [a pencil at a temperature of 20°C, a pencil at a temperature of 27°C, a pencil at a temperature of 0°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three pencils have the same mass but different temperatures. Since the 27°C pencil is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Is the following trait inherited or acquired?
+Danielle is good at knitting hats. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to knit. Instead, many people learn how to knit. Knitting well takes practice. So, knitting well is an acquired trait. | Hint: Hint: People who can knit had to learn how to do it."
+"Question: Suppose Kevin decides to eat the peach cobbler. Which result would be a cost? | Choices: [Kevin will give up the chance to eat the chips. The chips would have been healthier than the peach cobbler., Kevin will get to eat the peach cobbler. Kevin thinks peach cobbler will taste better than chips would have.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Kevin wants or needs:
+Kevin will give up the chance to eat the chips. The chips would have been healthier than the peach cobbler. | Hint: Kevin is deciding whether to eat chips or peach cobbler for an afternoon snack. He would like to eat something tasty, but he is also trying to be healthier."
+"Question: Which is a compound sentence? | Choices: [The thermometer and the cough syrup are in the medicine cabinet next to the cotton balls., Ariana might go to the science museum with Shane, or she might go alone.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction or.
+Ariana might go to the science museum with Shane, or she might go alone."
+"Question: What is the mass of a news magazine? | Choices: [12 pounds, 12 tons, 12 ounces] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a news magazine is 12 ounces.
+12 pounds and 12 tons are both too heavy. | Hint: Select the best estimate."
+"Question: According to Newton's third law, what other force must be happening? | Choices: [The door is pushing on Britney's hand., The door is pulling on Britney's hand.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Predict forces using Newton's third law | Lecture: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
+For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Solution: Britney's hand is pushing on the door. So, Newton's third law tells you that the door is pushing on Britney's hand. | Hint: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
+Consider the following force:
+Britney's hand is pushing on a door."
+"Question: Which sentence states a fact? | Choices: [The Canadian national anthem is difficult to sing., ""O Canada,"" the Canadian national anthem, was written in 1880.] | Task: closed choice | Subject: social science | Grade: grade8 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved true by research or observation.
+George Washington became president of the United States in 1789.
+This statement is a fact. It can be proved by researching what year George Washington was inaugurated president.
+An opinion is something that a person believes, thinks, or feels. An opinion can be supported by evidence, but it cannot be proved true.
+George Washington was a better president than Thomas Jefferson.
+This statement is an opinion. People can have different ideas about what makes someone a ""better"" president, so the statement cannot be proved. | Solution: The first sentence states a fact.
+""O Canada,"" the Canadian national anthem, was written in 1880.
+It can be proved by looking up when ""O Canada"" was written.
+The second sentence states an opinion.
+The Canadian national anthem is difficult to sing.
+Difficult shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes a song difficult to sing."
+"Question: Which sentence states a fact? | Choices: [Lions deserve to live in the wild and not in zoos., In the wild, lions hunt zebra and other large prey.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The first sentence states a fact.
+In the wild, lions hunt zebra and other large prey.
+It can be proved by reading a book about lions.
+The second sentence states an opinion.
+Lions deserve to live in the wild and not in zoos.
+Deserve shows what a person believes, thinks, or feels. Another person might have a different opinion about what lions deserve."
+"Question: What does the idiom in this text suggest?
+Leah has a lot on her plate: she is attending college, has a full-time job as a waitress, and volunteers at the animal shelter. | Choices: [Leah has no time to eat well., Leah has many responsibilities.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom a lot on her plate suggests that Leah has many responsibilities. If you have a lot on your plate, you are busy with many different obligations."
+"Question: Which object has more thermal energy? | Choices: [a cherry pie at a temperature of 100°F, a cherry pie at a temperature of 130°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two cherry pies have the same mass but different temperatures. Since the 130°F pie is hotter than the 100°F pie, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which correctly shows the title of an article? | Choices: [""How Do Planets Get Their Names?"", ""How Do Planets Get their Names?""] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between.
+The correct title is ""How Do Planets Get Their Names?"""
+"Question: Complete the sentence.
+In this chemical reaction, copper is a (). | Choices: [reactant, product] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Identify reactants and products | Lecture: A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.
+In a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.
+The original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.
+The substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.
+So, in a chemical reaction, reactants go through a chemical change to form products. | Solution: Read the underlined text carefully. Look for information about what happens to copper in this chemical reaction.
+When the Statue of Liberty in New York City was built in the late 1800 s, it was reddish-brown. Today, a green layer, called a patina, covers the statue's surface. This layer formed over time as copper in the statue combined with oxygen and other gases in the air to form the patina.
+The underlined text tells you that when copper in the statue and oxygen combine, a patina is formed. When copper and oxygen react, or go through a chemical change, their atoms are rearranged to form the patina. Because copper reacts in this chemical reaction, copper is a reactant. | Hint: This passage describes a chemical reaction. Read the passage. Then, follow the instructions below.
+When the Statue of Liberty in New York City was built in the late 1800s, it was reddish-brown. Today, a green layer, called a patina, covers the statue's surface. This layer formed over time as copper in the statue combined with oxygen and other gases in the air to form the patina."
+"Question: Complete the statement.
+Palladium is (). | Choices: [a compound, an elementary substance] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: You can tell whether palladium is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for palladium is Pd. This formula contains one symbol: Pd. So, the formula tells you that palladium is made of one chemical element.
+Substances made of only one chemical element are elementary substances. So, palladium is an elementary substance. | Hint: Palladium is a metal that reacts with the gases produced by car engines to make the gases less harmful. The chemical formula for palladium is Pd."
+"Question: Which word would you find on a dictionary page with the following guide words?
+advance - and | Choices: [amazed, arm] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since amazed is between the guide words advance - and, it would be found on that page."
+"Question: Is the following trait inherited or acquired?
+Franco has a scar on his left elbow. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: Which text uses the word factoid in its traditional sense? | Choices: [As a geneticist, Denise dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field., As a geneticist, Denise enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses factoid in its traditional sense: something made up presented as a true fact.
+As a geneticist, Denise dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.
+The second text uses factoid in its nontraditional sense: a trivial but true fact.
+As a geneticist, Denise enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.
+Most style guides recommend to use the traditional sense of the word factoid because it is considered more standard."
+"Question: Compare the motion of two speedboats. Which speedboat was moving at a lower speed? | Choices: [a speedboat that moved 460miles in 10hours, a speedboat that moved 555miles in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each speedboat moved and the time it took to move that distance.
+One speedboat moved 460 miles in 10 hours.
+The other speedboat moved 555 miles in 10 hours.
+Notice that each speedboat spent the same amount of time moving. The speedboat that moved 460 miles moved a shorter distance in that time. So, that speedboat must have moved at a lower speed."
+"Question: Is the following trait inherited or acquired?
+Pamela has a scar on her right hand. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: What information supports the conclusion that Manny acquired this trait? | Choices: [Manny likes to fly a kite with his younger brother., Manny's friend taught him how to fly a kite., Manny's neighbor taught him how to repair a kite.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Manny knows how to fly a kite."
+"Question: What do these two changes have in common?
+burning a candle
+a banana getting ripe on the counter | Choices: [Both are chemical changes., Both are caused by cooling., Both are only physical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Burning a candle is a chemical change. Both the wick and the melted wax burn. They react with oxygen in the air and turn into soot, carbon dioxide, and water.
+A banana getting ripe on the counter is a chemical change. As a banana ripens, the type of matter in it changes. The peel changes color and the inside becomes softer and sweeter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Burning is caused by heating. But a banana getting ripe is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which figure of speech is used in this text?
+His guardians were extremely old-fashioned people and did not realize that we live in an age when unnecessary things are our only necessities.
+—Oscar Wilde, The Picture of Dorian Gray | Choices: [euphemism, paradox] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+We live in an age when unnecessary things are our only necessities at first appears to be contradictory, as a necessity is something that is necessary. However, it contains some truth: when we have everything necessary for survival, we begin to feel we ""need"" frivolous or superfluous material goods."
+"Question: What does the verbal irony in this text suggest?
+While waiting for her search results, Allie exclaimed, ""My Internet connection is as speedy as a snail!"" | Choices: [Allie was patiently waiting for an Internet connection., The Internet connection was very slow.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As speedy as a snail suggests that the Internet connection was very slow. A snail is not speedy, and neither was Allie's Internet connection."
+"Question: Which greeting is correct for a letter? | Choices: [Dear ron,, Dear Ron,] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Ron is capitalized because it is a proper noun."
+"Question: Is the following trait inherited or acquired?
+Andrew plays baseball. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play baseball. Instead, some people learn how to play baseball. Playing the sport takes practice. So, playing baseball is an acquired trait."
+"Question: Which job does the circulatory system do? | Choices: [It brings oxygen to cells., It breaks down food into small pieces.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Body systems: circulation and respiration | Lecture: To stay alive, animal cells must get water and oxygen. Animal cells also produce carbon dioxide, a waste that must be removed. An animal's respiratory and circulatory systems work together to do these jobs.
+An animal's respiratory system is made up of organs that work together to bring in oxygen gas from the environment. The respiratory system also removes carbon dioxide gas from the animal's body. Some animals have lungs to exchange oxygen and carbon dioxide with the air. Other animals have gills to exchange oxygen and carbon dioxide with water.
+An animal's circulatory system is made up of organs that work together to move blood through its body. The heart pumps blood through blood vessels throughout the body. As blood moves through blood vessels, it delivers oxygen, nutrients from food, and water to cells. Blood also absorbs waste, including carbon dioxide. When the blood is pumped into the lungs or gills, it releases carbon dioxide and absorbs oxygen. | Solution: The circulatory system brings oxygen, nutrients, and water to cells. It also helps remove carbon dioxide waste.
+The circulatory system does not break down food into small pieces. This job is done by the digestive system. After the digestive system breaks down food, blood vessels in the intestines absorb the nutrients from the food. The blood then carries the nutrients to cells throughout the body."
+"Question: Compare the motion of three ships. Which ship was moving at the highest speed? | Choices: [a ship that moved 215miles north in 10hours, a ship that moved 355miles east in 10hours, a ship that moved 365miles north in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. | Solution: Look at the distance each ship moved and the time it took to move that distance. The direction each ship moved does not affect its speed.
+Notice that each ship moved for 10 hours. The ship that moved 365 miles moved the farthest distance in that time. So, that ship must have moved at the highest speed."
+"Question: Which change better matches the sentence?
+Small pieces of rock are carried away by water. | Choices: [drought, erosion] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: earth-science | Skill: Classify changes to Earth's surface | Lecture: nan | Solution: nan"
+"Question: Which tense does the sentence use?
+Shannon practices the drums in her family's garage. | Choices: [future tense, past tense, present tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, practices. The verb ends in -s and tells you about something that is true or happening now."
+"Question: What is the mass of a trumpet? | Choices: [2 grams, 2 kilograms] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a trumpet is 2 kilograms.
+2 grams is too light. | Hint: Select the better estimate."
+"Question: How long does it take to toast bread in the toaster? | Choices: [3 minutes, 3 seconds] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to toast bread in the toaster is 3 minutes.
+3 seconds is too fast. | Hint: Select the better estimate."
+"Question: Which is smoother? | Choices: [rubber ballon, concrete sidewalk] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Smooth is a property. A smooth material is not rough or bumpy.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the rubber ballon is smoother. If you touch a rubber balloon, it will not feel rough or bumpy."
+"Question: Complete the sentence so that it uses personification.
+""You might think you'll always be young,"" Mrs. Trevino counseled, ""but time ()"". | Choices: [affects everyone, creeps up on you] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the phrase creeps up on you. It describes time as if it were a sneaky person."
+"Question: Suppose Samantha decides to make lentil soup. Which result would be a cost? | Choices: [The lentil soup will be tastier than the split pea soup would have been., Samantha will spend more time making the lentil soup than she would have spent making the split pea soup.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Samantha wants or needs:
+Samantha will spend more time making the lentil soup than she would have spent making the split pea soup. | Hint: Samantha is deciding whether to make lentil soup or split pea soup for dinner. She wants dinner to be as tasty as possible. But she is also hungry and wants to eat soon."
+"Question: Which figure of speech is used in this text?
+The bumper sticker on the fisherman's truck said, ""I don't fish to live; I live to fish!"" | Choices: [paradox, chiasmus] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses chiasmus, an expression in which the second half parallels the first but reverses the order of words.
+The second half of the expression reverses the order of the words fish and live relative to the first half."
+"Question: Which type of sentence is this?
+As Dirk sat down on the rickety old chair, it abruptly collapsed beneath him. | Choices: [simple, compound, complex, compound-complex] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.
+As Dirk sat down on the rickety old chair, it abruptly collapsed beneath him."
+"Question: Based on this information, what is Briar's genotype for the fur texture gene? | Choices: [wavy fur, ff] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Briar has two alleles for wavy fur (f). So, Briar's genotype for the fur texture gene is ff. | Hint: In a group of Syrian hamsters, some individuals have straight fur and others have wavy fur. In this group, the gene for the fur texture trait has two alleles. The allele F is for straight fur, and the allele f is for wavy fur.
+Briar, a Syrian hamster from this group, has wavy fur. Briar has two alleles for wavy fur."
+"Question: Which word is not like the others? | Choices: [juice, cup, water, milk] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: vocabulary | Skill: Which word is not like the others? | Lecture: Some words are alike. They go together in a group.
+Red, blue, and green go together. They are colors.
+Mom, dad, grandma, and grandpa go together. They are people in a family. | Solution: Milk, water, and juice go together. They are drinks. Cup is not a drink, so it is not like the other words."
+"Question: Which is a compound sentence? | Choices: [The tailor measures the length of the pant leg., Desmond liked the sea otters, but the jellyfish were his favorite.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.
+Desmond liked the sea otters, but the jellyfish were his favorite."
+"Question: What does the hyperbole in this text suggest?
+Last August, you could fry an egg on the sidewalk in Austin. | Choices: [It is no longer possible to fry an egg on the sidewalk in Austin., Austin was extremely hot last August.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode! | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+The hyperbole you could fry an egg on the sidewalk suggests that Austin was extremely hot last August. You could not literally fry an egg on the sidewalk."
+"Question: What does the euphemism in this text suggest?
+Mr. Simon is enjoying his golden years in a luxurious beachside community just down the street from his grandchildren. | Choices: [Mr. Simon lives near his family., Mr. Simon is old.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The euphemism golden years indicates that Mr. Simon is old. Golden years is a nicer way of referring to old age."
+"Question: Which closing is correct for a letter? | Choices: [With love,
+Zach, with love,
+Zach] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which object has more thermal energy? | Choices: [a pot of spaghetti sauce at a temperature of 70°C, a pot of spaghetti sauce at a temperature of 80°C] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two pots of spaghetti sauce have the same mass but different temperatures. Since the 80°C pot of spaghetti sauce is hotter than the 70°C pot of spaghetti sauce, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: What do these two changes have in common?
+shaking up salad dressing
+water boiling on a stove | Choices: [Both are caused by cooling., Both are only physical changes., Both are caused by heating., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Shaking up salad dressing is a physical change. The different parts mix together, but they are still made of the same type of matter.
+Water boiling on the stove is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Water boiling is caused by heating. But shaking up salad dressing is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which figure of speech is used in this text?
+It's an open secret that Cody is writing a book based on his experiences living in Singapore. He never talks about it, but almost all his friends know. | Choices: [oxymoron, euphemism] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Open secret is a contradiction, because open describes something that is freely or publicly known, and a secret is hidden."
+"Question: Is the following statement true or false?
+A plant cell does not have a nucleus. | Choices: [false, true] | Task: true-or false | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Cell part functions: true or false | Lecture: nan | Solution: A plant cell does not have a nucleus.
+This statement is false. Not every cell has a nucleus, but most plant and animal cells have one."
+"Question: Which correctly shows the title of a poem? | Choices: [""My Life Has Been the Poem"", My Life Has Been the Poem] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A poem should be in quotation marks.
+The correct title is ""My Life Has Been the Poem."""
+"Question: Which figure of speech is used in this text?
+Kathleen's Boutique claims to have ""something for everyone,"" but it is generally understood that their target market is women of a certain age. | Choices: [euphemism, paradox] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Of a certain age is an indirect and generally more polite way of referring to older people."
+"Question: Which logical fallacy is used in the text?
+We can't let Governor McKnight impose regulations on gas-guzzling cars! Soon enough, he'll start trying to ban all cars! | Choices: [straw man: a misrepresentation of an opponent's position that makes it easier to argue against, ad hominem: an attack against the person making the argument, rather than the argument itself, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that banning cars with low fuel efficiency would lead to a ban on all cars. However, this argument offers only an extreme outcome and ignores other possible outcomes. For instance, the law may be limited to cars with low fuel efficiency. This illustrates a type of logical fallacy known as the slippery slope fallacy."
+"Question: Which change best matches the sentence?
+Lava comes out of the ground. | Choices: [volcanic eruption, wildfire, flood] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: Classify changes to Earth's surface I | Lecture: nan | Solution: nan"
+"Question: Which press release is more formal? | Choices: [On Nov. 19, musicians from all over town will battle it out in the fourth annual Jam-a-thon, happening at the amphitheater., On November 19, the Centerville Amphitheater will host area musicians vying for top honors in the fourth annual Jam-a-thon.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second press release is more formal. It uses more elevated language (area musicians, top honors). The other press release uses idioms (battle it out) and abbreviations (Nov.)."
+"Question: What is the source of the allusion in the sentence below?
+Marco dropped out of college to travel the world, but a year later, the prodigal son returned home and re-enrolled. | Choices: [Greek mythology, the Bible] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion prodigal son is the Bible.
+In a Biblical parable, the prodigal son irresponsibly spends the inheritance given to him by his father. When he returns home, he expects to be shamed, but his father forgives him.
+The allusion prodigal son means a person who behaves recklessly but later makes a repentant return."
+"Question: What information supports the conclusion that Liz acquired this trait? | Choices: [Liz learned to speak two languages in school., Liz's mother speaks one language.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Liz speaks two languages."
+"Question: Which text uses the word factoid in its traditional sense? | Choices: [A reporter for the Lakeside Daily Mail dug up an amusing factoid about Lakeside's founder while researching for an article about the town's early years., The Lakeside Daily Mail was forced to issue a retraction after printing a factoid about Lakeside's founder. It turned out that the reporter had written the article based on local legend rather than researching the actual history.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses factoid in its traditional sense: something made up presented as a true fact.
+The Lakeside Daily Mail was forced to issue a retraction after printing a factoid about Lakeside's founder. It turned out that the reporter had written the article based on local legend rather than researching the actual history.
+The first text uses factoid in its nontraditional sense: a trivial but true fact.
+A reporter for the Lakeside Daily Mail dug up an amusing factoid about Lakeside's founder while researching for an article about the town's early years.
+Most style guides recommend to use the traditional sense of the word factoid because it is considered more standard."
+"Question: Using only these supplies, which question can Britney investigate with an experiment? | Choices: [Does a cell phone charge faster when plugged into a wall outlet or into a computer?, Does a cell phone charge more quickly when it is turned on or when it is turned off?, Does a tablet charge faster with a two-foot-long charging cable or a five-foot-long charging cable?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Britney notices that her cell phone charges more quickly sometimes and more slowly other times. She wonders what factors affect how quickly a phone charges. So, she decides to design an experiment. She has the following supplies available:
+one cell phone
+a two-foot-long charging cable
+a five-foot-long charging cable
+a stopwatch
+a wall outlet"
+"Question: What is the volume of a bottle of hot sauce? | Choices: [5 cups, 5 fluid ounces, 5 gallons] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a bottle of hot sauce is 5 fluid ounces.
+5 cups and 5 gallons are both too much. | Hint: Select the best estimate."
+"Question: What do these two changes have in common?
+baking cookies
+burning a marshmallow over a campfire | Choices: [Both are caused by cooling., Both are caused by heating., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Baking cookies is a chemical change. The type of matter in the cookie dough changes when it is baked. The cookie dough turns into cookies!
+Burning a marshmallow is a chemical change. The heat from the fire causes the type of matter in the marshmallow to change. The marshmallow becomes black and crispy.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What information supports the conclusion that Pete inherited this trait? | Choices: [Pete and his biological parents have brown hair., Pete's coworker also has curly hair., Pete's biological father has curly hair.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Pete has curly hair."
+"Question: Which text uses the word can in its traditional sense? | Choices: [The director of the community garden says that if we want, we can try to introduce dragonflies into the garden. However, there is no guarantee that the dragonflies won't migrate elsewhere., Adult dragonflies prey on insects such as flies, moths, midges, and mosquitoes. They can eat hundreds of insects a day, making them attractive to gardeners who want to reduce insect pest populations.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses can in its traditional sense: to have the ability to.
+Adult dragonflies prey on insects such as flies, moths, midges, and mosquitoes. They can eat hundreds of insects a day, making them attractive to gardeners who want to reduce insect pest populations.
+The first text uses can in its nontraditional sense: to have permission to.
+The director of the community garden says that if we want, we can try to introduce dragonflies into the garden. However, there is no guarantee that the dragonflies won't migrate elsewhere.
+Most style guides recommend to use the traditional sense of the word can because it is considered more standard."
+"Question: Which word would you find on a dictionary page with the following guide words?
+both - bus | Choices: [beneath, broom] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since broom is between the guide words both - bus, it would be found on that page."
+"Question: Which change best matches the sentence?
+An area becomes drier than usual after a year without rain. | Choices: [landslide, drought, erosion] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: Classify changes to Earth's surface II | Lecture: nan | Solution: nan"
+"Question: What is the mass of a cement truck? | Choices: [25 ounces, 25 pounds, 25 tons] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a cement truck is 25 tons.
+25 ounces and 25 pounds are both too light. | Hint: Select the best estimate."
+"Question: Which text uses the word unique in its traditional sense? | Choices: [Judith made all of her daughter's baby clothes by hand, including a unique hand-knitted romper that she designed herself., Judith wanted her daughter to have a unique name, so she browsed baby name websites for months to find the perfect one.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses unique in its traditional sense: being the only one of its kind.
+Judith made all of her daughter's baby clothes by hand, including a unique hand-knitted romper that she designed herself.
+The first text uses unique in its nontraditional sense: interesting or unusual. Judith may have been looking for an unusual name, but if she found it on a baby name website, it is not actually one of a kind.
+Judith wanted her daughter to have a unique name, so she browsed baby name websites for months to find the perfect one.
+Most style guides recommend to use the traditional sense of the word unique because it is considered more standard."
+"Question: Would you find the word telegraph on a dictionary page with the following guide words?
+tar - trolley | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since telegraph is between the guide words tar - trolley, it would be found on that page."
+"Question: Select the plant. | Choices: [Woodpeckers eat insects, fruit, and nuts., Fig trees have many leaves.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A woodpecker is an animal. It eats insects, fruit, and nuts.
+Woodpeckers have strong beaks. They use their beaks to drill into wood to hunt for food.
+A fig tree is a plant. It has many leaves.
+Fig trees grow in dry, sunny places."
+"Question: Which is a compound sentence? | Choices: [Mr. Santiago cleans the chimney, and Mrs. Santiago washes the car., That wool scarf looks soft and warm.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction and.
+Mr. Santiago cleans the chimney, and Mrs. Santiago washes the car."
+"Question: What is the source of the allusion in the sentence below?
+Toby's proclamations earned him a reputation as our neighborhood's own Nostradamus. | Choices: [Greek mythology, history] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Nostradamus is history.
+Nostradamus, a sixteenth-century French astrologer and physician, is best known as the author of a book of prophecies.
+The allusion Nostradamus means a seer or predictor of the future."
+"Question: What information supports the conclusion that Ernesto acquired this trait? | Choices: [Ernesto is most interested in American history., Ernesto learned history by reading.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Ernesto knows a lot about history."
+"Question: Which organ receives signals from the brain to either contract or relax? | Choices: [skin, brain, skeleton, muscles] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Human organs and their functions | Lecture: nan | Solution: nan"
+"Question: Select the reptile. | Choices: [green sea turtle, salmon, green tree frog, anchovy] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Reptiles have scaly, waterproof skin. Most reptiles live on land. | Solution: A green sea turtle is a reptile. It has scaly, waterproof skin.
+Sea turtles live in the water, but they lay their eggs on land.
+A salmon is a fish. It lives underwater. It has fins, not limbs.
+Unlike most other fish, salmon can live in both fresh water and salt water.
+An anchovy is a fish. It lives underwater. It has fins, not limbs.
+An anchovy is a small fish that lives in the ocean. Like some other types of fish, anchovies swim in large groups called schools.
+A green tree frog is an amphibian. It has moist skin and begins its life in water.
+There are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches."
+"Question: Complete the statement.
+Hydrazine is (). | Choices: [an elementary substance, a compound] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: You can tell whether hydrazine is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for hydrazine is N2 H4. This formula contains two symbols: N for nitrogen and H for hydrogen. So, the formula tells you that hydrazine is made of two chemical elements bonded together.
+Substances made of two or more chemical elements bonded together are compounds. So, hydrazine is a compound. | Hint: Hydrazine is used in some types of rocket fuels. The chemical formula for hydrazine is N2H4."
+"Question: Which tense does the sentence use?
+Mr. Woodard will send a message to the teacher. | Choices: [present tense, past tense, future tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, send. The verb tells you about something that is going to happen."
+"Question: Complete the sentence.
+A fossil is (). | Choices: [a body part of a living organism, the preserved remains of an ancient organism, a model of an organism made by humans] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: Introduction to fossils | Lecture: Fossils are preserved remains of the body parts or activities of ancient organisms.
+Some fossils show the body parts of organisms. Bones and shells are two body parts that are commonly preserved in fossils.
+Some fossils show traces of an organism's activities. Footprints and burrows are two examples of traces that can be preserved in fossils. A burrow is a hole dug by an animal.
+All fossils are formed in nature. They take thousands of years to form. | Solution: nan"
+"Question: Using only these supplies, which question can Irma investigate with an experiment? | Choices: [Does the basketball bounce higher on a lawn or on a dirt path?, Does the basketball bounce higher on gravel or on grass?, Do larger basketballs bounce higher than smaller basketballs on a brick patio?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Irma gets a basketball for her birthday and dribbles it around her neighborhood. She notices that sometimes the ball bounces higher than other times. She wonders what factors affect how high her ball bounces. So, she decides to design an experiment. She has the following supplies available:
+one basketball
+access to a brick patio
+access to a grassy lawn
+access to a gravel driveway
+a meterstick"
+"Question: What is the source of the allusion in the sentence below?
+Most of the people who knew Mitch considered him to be an unrepentant Casanova. | Choices: [Shakespeare, history] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Casanova is history.
+The autobiography of Giovanni Giacomo Casanova, an eighteenth-century Italian adventurer, details and perhaps exaggerates his amorous adventures and success with women.
+The allusion Casanova means a womanizer."
+"Question: Select the animal that does not have a backbone. | Choices: [barn owl, saturn butterfly] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A barn owl is a bird. Like other birds, a barn owl has a backbone.
+A saturn butterfly is an insect. Like other insects, a saturn butterfly does not have a backbone. It has a hard outer cover. | Hint: Hint: Insects, spiders, and worms do not have backbones."
+"Question: Based on this information, what is Peanut's phenotype for the fur color trait? | Choices: [FF, black fur] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Peanut's observable version of the fur color trait is black fur. So, Peanut's phenotype for the fur color trait is black fur. | Hint: In a group of rabbits, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele F is for black fur, and the allele f is for brown fur.
+Peanut, a rabbit from this group, has black fur. Peanut has two alleles for black fur."
+"Question: What is the source of the allusion in the sentence below?
+Malik's research on nineteenth-century philosophers led him down the rabbit hole. | Choices: [Greek mythology, literature] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion down the rabbit hole is literature.
+Lewis Carroll's Alice's Adventures in Wonderland tells the story of a young girl who follows a white rabbit down a rabbit hole and finds herself in a series of adventures in a surreal world.
+The allusion down the rabbit hole means on a strange or difficult exploration."
+"Question: Which figure of speech is used in this text?
+Never shall I forget that night, the first night in camp, that turned my life into one long night seven times sealed. Never shall I forget that smoke. Never shall I forget the small faces of the children . . .
+—Elie Wiesel, Night | Choices: [chiasmus, anaphora] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses anaphora, the repetition of the same word or words at the beginning of several phrases or clauses.
+Wiesel repeats the words never shall I forget at the beginning of each sentence."
+"Question: Is the following trait inherited or acquired?
+Tanvi has naturally straight hair. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Some humans are born with naturally straight hair. Others are born with naturally curly hair. Straight and curly are examples of hair texture.
+Some people use tools to change how their hair looks. But this doesn't affect the natural texture of their hair. So, having naturally straight hair is an inherited trait."
+"Question: What is the volume of a mayonnaise jar? | Choices: [2 fluid ounces, 2 gallons, 2 cups] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a mayonnaise jar is 2 cups.
+2 fluid ounces is too little and 2 gallons is too much. | Hint: Select the best estimate."
+"Question: What information supports the conclusion that Maya inherited this trait? | Choices: [Some people use a hair dryer to straighten their hair. But Maya and her brothers have naturally straight hair., When she was younger, Maya wore ribbons in her naturally black hair., Both of Maya's biological parents have naturally black hair.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Maya has naturally black hair."
+"Question: Which tense does the sentence use?
+Mom will pitch the ball to Sanjay. | Choices: [future tense, present tense, past tense] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, pitch. The verb tells you about something that is going to happen."
+"Question: Select the household item that doesn't belong. | Choices: [carpet, rug, curtain, mat] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: vocabulary | Skill: Select the words that don't belong | Lecture: nan | Solution: Curtain doesn't belong.
+Mat, carpet, and rug all name household items that you put on the floor."
+"Question: What information supports the conclusion that Todd acquired this trait? | Choices: [Todd likes to fly a kite with his younger brother., Todd's friend taught him how to fly a kite., Todd's neighbor taught him how to repair a kite.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Todd knows how to fly a kite."
+"Question: Would you find the word raven on a dictionary page with the following guide words?
+reality - rob | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since raven is not between the guide words reality - rob, it would not be found on that page."
+"Question: Which logical fallacy is used in the text?
+Don't try to tell me that you only watch educational programming, Bridgette! I know for a fact that your sister only watches reality television. | Choices: [bandwagon fallacy: the assumption that the popular choice is automatically correct, guilt by association: a negative association intended to discredit someone or something] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Bridgette must watch reality television, because her sister watches reality television. However, even though Bridgette's sister watches reality television, that doesn't necessarily mean that Bridgette does, too. This illustrates a type of logical fallacy known as guilt by association."
+"Question: How long is an adult great white shark? | Choices: [4 meters, 4 centimeters, 4 kilometers, 4 millimeters] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of an adult great white shark is 4 meters.
+4 millimeters and 4 centimeters are too short. 4 kilometers is too long. | Hint: Select the best estimate."
+"Question: Which figure of speech is used in this text?
+The real estate agent said the house was a real fixer-upper, and the price reflected just how much fixing up might be involved. | Choices: [euphemism, paradox] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Fixer-upper is an indirect way of saying that something is in poor condition and needs a lot of work."
+"Question: Select the one substance that is not a rock. | Choices: [Wool is made by living things. It is not a pure substance., Scoria is formed in nature. It is a solid., Obsidian is a solid. It is formed in nature.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify rocks using properties | Lecture: Rocks are made of minerals. Here are some properties of rocks:
+They are solid.
+They are formed in nature.
+They are not made by living things.
+They are not pure substances. | Solution: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.
+Obsidian is a rock.
+Scoria is a rock.
+Wool is made by living things. But rocks are not made by living things.
+So, wool is not a rock."
+"Question: Is the following trait inherited or acquired?
+Emmet can play the harp. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play the harp. Instead, some people learn how to play. So, playing the harp is an acquired trait. | Hint: Hint: Playing an instrument well takes practice."
+"Question: Using only these supplies, which question can Brenna investigate with an experiment? | Choices: [Do squash plants grow larger if the seeds are planted in small pots or in large pots?, Do squash plants grow larger if the seeds are planted with compost or without compost?, If squash seeds and tomato seeds are planted with compost, which type of plant grows larger?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Brenna has a small vegetable garden, which includes a compost pile of food scraps. She notices that some of the squash plants growing next to the compost pile grow differently than squash plants that are farther away. She wonders what factors affect how her squash plants grow. So, she decides to design an experiment. She has the following supplies available:
+one type of squash seeds
+four large clay pots
+soil
+a compost pile
+water"
+"Question: Last year, there were seven men's clothing stores on Main Street in Sparrowtown. This year, there are only three. What probably happened to the overall supply of men's shirts in Sparrowtown? | Choices: [The supply probably went down., The supply probably went up.] | Task: closed choice | Subject: social science | Grade: grade6 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down."
+"Question: What is the temperature of an ice cream sandwich? | Choices: [36°C, 36°F] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Estimate temperatures | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
+212°F | Water boils | 100°C
+98.6°F | Body temperature | 37°C
+68°F | Room temperature | 20°C
+32°F | Water freezes | 0°C
+ | Solution: The better estimate for the temperature of an ice cream sandwich is 36°F.
+36°C is too hot. | Hint: Select the better estimate."
+"Question: Look at the word. Does it have a closed syllable or an open syllable?
+skip | Choices: [closed, open] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: word-study | Skill: Is the syllable open or closed? | Lecture: Words are made up of syllables. Two kinds of syllables are closed and open.
+A closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.
+desk: short e
+kit / ten: short i / short e
+An open syllable ends with one vowel. It usually has a long vowel sound.
+go: long o
+he / ro: long e / long o
+Some open syllables end with y. The y makes a long e sound or a long i sound.
+sky: long i
+ba / by: long a / long e | Solution: The word skip ends with a consonant and has a short vowel sound. So, it has a closed syllable."
+"Question: What does the allusion in this text suggest?
+Trevor seems to have the Midas touch. Without any special experience or training, he launched a thriving business and then established a well-respected charity. | Choices: [Trevor has a hands-on approach to his work., Trevor is successful at all that he does.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+The allusion the Midas touch suggests that Trevor is successful at all that he does. In Greek mythology, King Midas has the power to turn anything he touches into gold, easily creating value from nothing."
+"Question: Which word would you find on a dictionary page with the following guide words?
+actually - attach | Choices: [alphabet, awe] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since alphabet is between the guide words actually - attach, it would be found on that page."
+"Question: Which is a compound sentence? | Choices: [Eli Whitney invented the cotton gin in 1793., Long-distance runners need speed to win races, but they also need endurance.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.
+Long-distance runners need speed to win races, but they also need endurance."
+"Question: Which figure of speech is used in this text?
+After Carla cooked and served a scrumptious dinner, Dad boasted that she is the Julia Child of our family. | Choices: [simile, allusion] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+Julia Child alludes to the famous chef who is known for popularizing French cuisine in the United States."
+"Question: What is the mass of a vacuum cleaner? | Choices: [17 ounces, 17 tons, 17 pounds] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a vacuum cleaner is 17 pounds.
+17 ounces is too light and 17 tons is too heavy. | Hint: Select the best estimate."
+"Question: Based on this information, what is Flopsy's phenotype for the ear type trait? | Choices: [normal ears, dumbo ears] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Flopsy's genotype for the ear type gene is ee. Flopsy's genotype of ee has only e alleles. The e allele is for dumbo ears. So, Flopsy's phenotype for the ear type trait must be dumbo ears.
+To check this answer, consider whether Flopsy's alleles are dominant or recessive. The allele for normal ears (E) is dominant over the allele for dumbo ears (e). This means E is a dominant allele, and e is a recessive allele.
+Flopsy's genotype of ee has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Flopsy's phenotype for the ear type trait must be dumbo ears. | Hint: This passage describes the ear type trait in rats:
+
+In a group of rats, some individuals have normal ears and others have dumbo ears. In this group, the gene for the ear type trait has two alleles. The allele for normal ears (E) is dominant over the allele for dumbo ears (e).
+Flopsy is a rat from this group. Flopsy has the homozygous genotype ee for the ear type gene."
+"Question: Based on this information, what is this plant's phenotype for the flower color trait? | Choices: [red flowers, white flowers] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: The scarlet rosemallow plant's genotype for the flower color gene is FF. The scarlet rosemallow plant's genotype of FF has only F allelles. The F allele is for red flowers. So, the scarlet rosemallow plant's phenotype for the flower color trait must be red flowers.
+To check this answer, consider whether the scarlet rosemallow plant's alleles are dominant or recessive. The allele for white flowers (f) is recessive to the allele for red flowers (F). This means F is a dominant allele, and f is a recessive allele.
+The scarlet rosemallow plant's genotype of FF has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the scarlet rosemallow plant's phenotype for the flower color trait must be red flowers. | Hint: In a group of scarlet rosemallow plants, some individuals have red flowers and others have white flowers. In this group, the gene for the flower color trait has two alleles. The allele for white flowers (f) is recessive to the allele for red flowers (F).
+A certain scarlet rosemallow plant from this group has the homozygous genotype FF for the flower color gene."
+"Question: Select the reptile. | Choices: [humpback whale, gray tree frog, green iguana, California toad] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Reptiles have scaly, waterproof skin. Most reptiles live on land. | Solution: A gray tree frog is an amphibian. It has moist skin and begins its life in water.
+There are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.
+A California toad is an amphibian. It has moist skin and begins its life in water.
+Toads do not have teeth! They swallow their food whole.
+A humpback whale is a mammal. It has hair and feeds its young milk.
+Whales are mammals that live in the ocean. Humpback whales have small hairs that grow from bumps around their mouth.
+A green iguana is a reptile. It has scaly, waterproof skin.
+Iguanas are a type of lizard. Iguanas eat plants and fruit."
+"Question: Which of the following statements is true? | Choices: [The president and the vice president of the United States are elected., The president of the United States makes all laws.] | Task: closed choice | Subject: social science | Grade: grade6 | Topic: civics | Skill: The Executive Branch | Lecture: nan | Solution: nan | Hint: The Executive Branch of government is described in Article II of the United States Constitution. Read Section 1 of Article II. Then answer the question.
+The executive power shall be vested in a president of the United States of America. He shall hold his office during the term of four years, and, together with the vice president, chosen for the same term, be elected.
+executive: related to the carrying out of laws
+vested in: given to"
+"Question: Using only these supplies, which question can Tara investigate with an experiment? | Choices: [Do rocks skip more times when thrown across a river or across a pond?, Do small rocks or large rocks skip more times when thrown across the river?, Do round rocks or flat rocks skip more times when thrown across the river?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Tara likes to skip rocks at the river. She notices that some of the rocks she throws skip off the surface of the water many times, while others skip once and then sink. She wonders what factors affect how well rocks skip on the water. So, she decides to design an experiment. She has the following supplies available:
+10 small flat rocks
+10 large flat rocks
+access to the river by her school"
+"Question: Which is a simple sentence? | Choices: [Earth is one of eight planets in our solar system., The singer remembered all the words, but he missed the high notes.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the simple sentence. It has one subject and predicate.
+Earth is one of eight planets in our solar system."
+"Question: How long does it take to do ten jumping jacks? | Choices: [13 hours, 13 seconds] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to do ten jumping jacks is 13 seconds.
+13 hours is too slow. | Hint: Select the better estimate."
+"Question: Which is a compound sentence? | Choices: [Rhianna has always loved acting, and she often talks about moving to Hollywood., Emily and her sisters drew a map of the United States and hung it on the wall.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction and.
+Rhianna has always loved acting, and she often talks about moving to Hollywood."
+"Question: Compare the motion of three geese. Which goose was moving at the lowest speed? | Choices: [a goose that moved 780miles west in 10hours, a goose that moved 805miles south in 10hours, a goose that moved 700miles south in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each goose moved and the time it took to move that distance. The direction each goose moved does not affect its speed.
+Notice that each goose moved for 10 hours. The goose that moved 700 miles moved the shortest distance in that time. So, that goose must have moved at the lowest speed."
+"Question: What is the temperature of a bowl of ice cream? | Choices: [40°C, 40°F] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Estimate temperatures | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
+212°F | Water boils | 100°C
+98.6°F | Body temperature | 37°C
+68°F | Room temperature | 20°C
+32°F | Water freezes | 0°C
+ | Solution: The better estimate for the temperature of a bowl of ice cream is 40°F.
+40°C is too hot. | Hint: Select the better estimate."
+"Question: Select the solid. | Choices: [water in a sink, book, grape juice] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Identify solids and liquids | Lecture: Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a shape of its own.
+Some solids can be bent or broken easily. Others are hard to bend or break.
+A glass cup is a solid. A sock is also a solid.
+When matter is a liquid, it takes the shape of its container.
+Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
+Juice is a liquid. Honey is also a liquid. | Solution: nan"
+"Question: Which is a simple sentence? | Choices: [Bridgette can eat the leftover tomato soup, or she can make herself a tuna sandwich., Open and honest communication is the foundation of a healthy relationship.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the simple sentence. It is a single independent clause.
+Open and honest communication is the foundation of a healthy relationship."
+"Question: Which sugar cube has more thermal energy? | Choices: [the hotter sugar cube, the colder sugar cube] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two sugar cubes are made of the same material and have the same mass. So, the hotter sugar cube has more thermal energy. | Hint: Two sugar cubes are identical except for their temperatures."
+"Question: How long is the Red Sea? | Choices: [1,400 inches, 1,400 feet, 1,400 yards, 1,400 miles] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of the Red Sea is 1,400 miles.
+1,400 inches, 1,400 feet, and 1,400 yards are all too short. | Hint: Select the best estimate."
+"Question: Which sentence is more formal? | Choices: [Customers should respond to this email ASAP., Customers should respond to this email at their earliest convenience.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The second sentence is less formal. You can tell because it uses abbreviated language (ASAP).
+The first sentence does not use abbreviated language, so it is more formal."
+"Question: How long is a long-distance running race? | Choices: [38 centimeters, 38 kilometers, 38 millimeters, 38 meters] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a long-distance running race is 38 kilometers.
+38 millimeters, 38 centimeters, and 38 meters are all too short. | Hint: Select the best estimate."
+"Question: What is the source of the allusion in the sentence below?
+Mrs. Beck decided not to argue with the name her daughter had chosen for their new kitten, figuring it was a matter of a rose by any other name. | Choices: [a poem, Shakespeare] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion a rose by any other name is Shakespeare.
+In Shakespeare's Romeo and Juliet, the two central characters are denied their love because they belong to warring families, the Montagues and Capulets. Juliet wonders how a mere family name can make someone an enemy, observing that a rose would smell sweet no matter what its name.
+The allusion a rose by any other name means something so special that what it's called seems unimportant."
+"Question: Which is the most flexible? | Choices: [rubber toy, glass bowl, plastic ball] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Flexible is a property. A flexible material can be bent without breaking easily.
+Look at each picture, one at a time. Imagine bending the material shown in each picture.
+Of the choices, the rubber toy is the most flexible. If you bend rubber, it will not break."
+"Question: How long is a long-distance running race? | Choices: [6 feet, 6 inches, 6 miles] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a long-distance running race is 6 miles.
+6 inches and 6 feet are both too short. | Hint: Select the best estimate."
+"Question: What information supports the conclusion that Hakim inherited this trait? | Choices: [Hakim's biological father wears contacts in his hazel eyes., Hakim wears glasses and so do his sisters., Hakim's friend also has hazel eyes.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Hakim has hazel eyes."
+"Question: Which closing is correct for a letter? | Choices: [love,
+Jenna, Love,
+Jenna] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: What is the volume of a test tube? | Choices: [15 liters, 15 milliliters] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a test tube is 15 milliliters.
+15 liters is too much. | Hint: Select the better estimate."
+"Question: Which figure of speech is used in this text?
+When Bryce finally agreed to let his daughter adopt the stray dog, she responded with a smile that was a mile wide. | Choices: [oxymoron, hyperbole] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+A smile that was a mile wide is an exaggeration, since it is physically impossible to have a smile that is actually a mile wide."
+"Question: Which tense does the sentence use?
+I will forgive Lindsey for the silly mistake. | Choices: [past tense, present tense, future tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, forgive. The verb tells you about something that is going to happen."
+"Question: What do these two changes have in common?
+baking an apple pie
+rust forming on a metal gate | Choices: [Both are only physical changes., Both are chemical changes., Both are caused by heating., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Baking an apple pie is a chemical change. The type of matter in the pie changes. The apples become soft, and the crust turns brown.
+Rust forming on a metal gate is a chemical change. As the gate rusts, the metal turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Baking is caused by heating. But rust forming on a metal gate is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which word would you find on a dictionary page with the following guide words?
+sad - sprung | Choices: [stain, shy] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since shy is between the guide words sad - sprung, it would be found on that page."
+"Question: What is the source of the allusion in the sentence below?
+A modern-day Icarus, Maddie launched into the first stretch of the marathon at a breakneck pace. | Choices: [Greek mythology, Shakespeare] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Icarus is Greek mythology.
+In Greek mythology, Icarus's father Daedalus built wings for his son but warned him not to fly too high. Too excited to heed his father's advice, Icarus flew so close to the sun that his wings melted and he fell from the sky.
+The allusion Icarus means an overconfident person who ignores his or her limitations."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [When Kate was researching the lives of famous scientists, one source said that Albert Einstein had a speech impediment when he was a child., When Kate was researching the lives of famous scientists, it said that Albert Einstein had a speech impediment when he was a child.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.
+The second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with one source.
+When Kate was researching the lives of famous scientists, one source said that Albert Einstein had a speech impediment when he was a child."
+"Question: Select the one animal that has all of the monotreme traits listed above. | Choices: [Hippopotamuses have small hairs near their mouths and ears, but most of their skin is hairless. Their skin makes a reddish-brown substance that acts like sunscreen! Hippopotamuses give birth to live offspring., Platypuses have fur and a rubbery bill that looks similar to a duck's beak. A platypus uses its bill to find food. Young platypuses hatch from eggs. After hatching, they drink milk from their mother.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify animals | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Monotremes have the following traits:
+They make eggs with shells.
+They have fur or hair.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A platypus has the following traits:
+It makes eggs with shells.
+It has fur.
+A platypus has the traits of a monotreme. A platypus is a monotreme.
+A hippopotamus has the following traits:
+It gives birth to live offspring.
+A hippopotamus does not have all of the traits of a monotreme. A hippopotamus is a placental mammal. | Hint: Monotremes are a group of animals with similar traits. The following traits can be used to identify monotremes:
+They make eggs with shells.
+They have fur or hair. Observe the animals and read the descriptions."
+"Question: Suppose Dominic decides to join the Photography Club. Which result would be a cost? | Choices: [Dominic will give up the chance to be in the Theater Club. He would have had more fun in the Theater Club than in the Photography Club., Dominic will save some time. He would have spent more time in the Theater Club than in the Photography Club.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Dominic wants or needs:
+Dominic will give up the chance to be in the Theater Club. He would have had more fun in the Theater Club than in the Photography Club. | Hint: Dominic is deciding whether to join the Theater Club or the Photography Club at school. He wants the club he joins to be fun. But he doesn't want it to take up too much time."
+"Question: Which object has more thermal energy? | Choices: [a 125-gram glass of grape juice at a temperature of 40°F, a 125-gram glass of grape juice at a temperature of 65°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two glasses of grape juice have the same mass but different temperatures. Since the 65°F glass of grape juice is hotter than the 40°F glass of grape juice, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Based on this information, what is Triton's genotype for the eye color gene? | Choices: [Ee, red eyes] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Triton has one allele for red eyes (E) and one allele for black eyes (e). So, Triton's genotype for the eye color gene is Ee. | Hint: In a group of koi fish, some individuals have red eyes and others have black eyes. In this group, the gene for the eye color trait has two alleles. The allele E is for red eyes, and the allele e is for black eyes.
+Triton, a koi fish from this group, has red eyes. Triton has one allele for red eyes and one allele for black eyes."
+"Question: Which logical fallacy is used in the text?
+Juan, you drive a beat-up car from the 1980s. For this reason, we can never allow you to be a lifeguard at the community pool. | Choices: [hasty generalization: a very broad claim based on very little evidence, ad hominem: a personal attack against one's opponent] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that people who drive old cars are likely to be poor lifeguards. This is a personal attack that isn't relevant to someone's qualifications to be a lifeguard. This illustrates a type of logical fallacy known as ad hominem."
+"Question: What is the source of the allusion in the sentence below?
+Kaylee was known among her coworkers for her spartan ways. | Choices: [Shakespeare, Greek history] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion spartan is Greek history.
+Soldiers from the city of Sparta in ancient Greece were known for their self-restraint, self-discipline, and indifference to luxury.
+The allusion spartan means simple and austere."
+"Question: Based on this information, what is this tomato plant's genotype for the fruit color gene? | Choices: [red fruit, FF] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. The tomato plant has two alleles for red fruit (F). So, the plant's genotype for the fruit color gene is FF. | Hint: In a group of tomato plants, some individuals have red fruit and others have yellow fruit. In this group, the gene for the fruit color trait has two alleles. The allele F is for red fruit, and the allele f is for yellow fruit.
+A certain tomato plant from this group has red fruit. This plant has two alleles for red fruit."
+"Question: The time period after the Civil War is usually called Reconstruction (1865–1877). What does it mean to reconstruct something? | Choices: [to analyze something, to forget something entirely, to build something again, to destroy something] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: us-history | Skill: Radical Reconstruction | Lecture: nan | Solution: The prefix re- means ""again."" The word construct means ""to build."" So, reconstruct means ""to build something again."" After the war, the Confederate states rejoined the Union states. The border states were Southern states that had never seceded. In 1861, the Civil War started when 11 Southern states seceded, or withdrew from the country. The seceded states tried to form a new country called the Confederate States of America. The two sides of the war, the Confederacy and the Union, fought for over four years. The Confederate states lost the war in 1865. During Reconstruction, Americans debated what to do with the former Confederate states."
+"Question: What is the source of the allusion in the sentence below?
+The garden was overtaken by invasive, hydra-headed hogweed plants. | Choices: [classical mythology, the Bible] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion hydra-headed is classical mythology.
+In classical mythology, Hercules fought the Hydra, a monster with nine heads. When one head was severed, two grew in its place.
+The allusion hydra-headed means difficult to overcome or contain."
+"Question: Based on this information, what is Hachiko's genotype for the fur color gene? | Choices: [FF, black fur] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Hachiko has two alleles for black fur (F). So, Hachiko's genotype for the fur color gene is FF. | Hint: In a group of Labrador retrievers, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele F is for black fur, and the allele f is for brown fur.
+Hachiko, a Labrador retriever from this group, has black fur. Hachiko has two alleles for black fur."
+"Question: Which object has the most thermal energy? | Choices: [a 350-gram mug of cider at a temperature of 75°C, a 350-gram mug of cider at a temperature of 54°C, a 350-gram mug of cider at a temperature of 53°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three mugs of cider have the same mass but different temperatures. Since the 75°C mug of cider is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which is a complex sentence? | Choices: [We discussed a variety of topics, including Mexican art, Canadian politics, and Japanese food., Although she left her house early, Nellie barely made it to the train station in time.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction although.
+Although she left her house early, Nellie barely made it to the train station in time."
+"Question: Which figure of speech is used in this text?
+Amy's Boutique claims to have ""something for everyone,"" but it is generally understood that their target market is women of a certain age. | Choices: [euphemism, paradox] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Of a certain age is an indirect and generally more polite way of referring to older people."
+"Question: Select the tundra ecosystem. | Choices: [This ecosystem has:
+hot summers and cool winters
+a medium amount of rain
+soil that is rich in nutrients, This ecosystem has:
+long, cold winters and short, cold summers
+mostly small plants
+soil that is frozen year-round, This ecosystem has:
+warm summers and warm winters
+a rainy season and a dry season
+soil that is poor in nutrients] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Identify ecosystems | Lecture: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
+There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
+the pattern of weather, or climate
+the type of soil
+the organisms that live there | Solution: A tundra is a type of ecosystem. It has long, cold winters and short, cold summers, mostly small plants, and soil that is frozen year-round.
+Choice 1 is a tundra ecosystem. It is cold, dry, and rocky. Tundras have permafrost, or soil that is frozen year-round.
+Choice 2 is a prairie grassland ecosystem. It has hot summers with some rain and cool winters with some snow.
+Choice 3 is a savanna grassland ecosystem. It is covered in grasses and has a dry season and a wet season."
+"Question: Which correctly shows the title of a TV show? | Choices: [You Can't Make This Stuff Up!, you Can't Make This Stuff Up!] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between.
+The correct title is You Can't Make This Stuff Up!"
+"Question: Using only these supplies, which question can Darnel investigate with an experiment? | Choices: [Is the pet lizard more active when its tank is heated with one heating lamp or with two heating lamps?, Is the pet lizard more active when it is fed crickets or mealworms?, Is the pet lizard more active when it is fed insects or lettuce?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Darnel has a pet lizard. Darnel notices that on some days, the lizard is active and runs around the tank. On other days, the lizard hardly moves at all. Darnel wonders what factors affect how active his lizard is. So, he decides to design an experiment. He has the following supplies available:
+one pet lizard
+live crickets
+live mealworms
+one heating lamp"
+"Question: How long does it take for an ice cube to melt on a hot sidewalk? | Choices: [3 minutes, 3 hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes for an ice cube to melt on a hot sidewalk is 3 minutes.
+3 hours is too slow. | Hint: Select the better estimate."
+"Question: Last year, 50,000 people lived in the city of Kingwood. But since then, 8,000 people have moved away. What probably happened to the overall supply of houses for sale in Kingwood? | Choices: [The supply probably went down., The supply probably went up.] | Task: closed choice | Subject: social science | Grade: grade6 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: The population of Kingwood fell by 8,000 people. Many of the people who have left are probably trying to sell their houses. Since more people are trying to sell their houses, the number of suppliers of houses for sale in Kingwood has gone up. So, the supply of houses for sale probably went up, too."
+"Question: Would you find the word retreat on a dictionary page with the following guide words?
+roll - rust | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since retreat is not between the guide words roll - rust, it would not be found on that page."
+"Question: Which bottle of water has a higher temperature? | Choices: [the bottle of water with less thermal energy, the bottle of water with more thermal energy] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two bottles of water are made of the same material and have the same mass. So, the bottle of water with more thermal energy has a higher temperature. | Hint: Two 120-gram bottles of water are identical except for their thermal energies."
+"Question: Answer the riddle.
+I am round.
+You can catch me.
+You can play games with me.
+What am I? | Choices: [a ball, a book] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: vocabulary | Skill: What am I? | Lecture: nan | Solution: A ball is round.
+You can catch a ball.
+You can play games with a ball."
+"Question: Select the amphibian. | Choices: [domestic pig, western rattlesnake, green tree frog, water buffalo] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Amphibians have moist skin and begin their lives in water. | Solution: A domestic pig is a mammal. It has hair and feeds its young milk.
+Pigs are omnivores. This means that they can eat both plants and animals.
+A western rattlesnake is a reptile. It has scaly, waterproof skin.
+Rattlesnakes have fangs they can use to inject venom into their prey.
+A water buffalo is a mammal. It has hair and feeds its young milk.
+Water buffaloes live in Asia. Some people raise water buffaloes for their milk.
+A green tree frog is an amphibian. It has moist skin and begins its life in water.
+There are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches."
+"Question: Which word would you find on a dictionary page with the following guide words?
+only - over | Choices: [own, orchard] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since orchard is between the guide words only - over, it would be found on that page."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [At lunchtime, Ethan can often be found reading at his favorite café, where they provide unlimited coffee refills., At lunchtime, Ethan can often be found reading at his favorite café, where the servers provide unlimited coffee refills.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.
+The first answer choice shows a possible correction for the vague pronoun reference. They has been replaced with the servers.
+At lunchtime, Ethan can often be found reading at his favorite café, where the servers provide unlimited coffee refills."
+"Question: Compare the motion of three sailboats. Which sailboat was moving at the highest speed? | Choices: [a sailboat that moved 55miles south in 5hours, a sailboat that moved 20miles north in 5hours, a sailboat that moved 45miles south in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. | Solution: Look at the distance each sailboat moved and the time it took to move that distance. The direction each sailboat moved does not affect its speed.
+Notice that each sailboat moved for 5 hours. The sailboat that moved 55 miles moved the farthest distance in that time. So, that sailboat must have moved at the highest speed."
+"Question: Based on this information, what is Chip's phenotype for the fur length trait? | Choices: [FF, short fur] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Chip's observable version of the fur length trait is short fur. So, Chip's phenotype for the fur length trait is short fur. | Hint: In a group of Syrian hamsters, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele F is for short fur, and the allele f is for long fur.
+Chip, a Syrian hamster from this group, has short fur. Chip has two alleles for short fur."
+"Question: According to a recent newspaper story, more Americans own dogs than ever before. As a result, ten new companies start making and selling dog food. What will probably happen to the overall supply of dog food? | Choices: [The supply will probably go down., The supply will probably go up.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Ten new companies started making and selling dog food. The number of producers of dog food went up. So, the supply of dog food will probably go up."
+"Question: Select the plant. | Choices: [Tulips have a green stem., Bald eagles walk and fly.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A tulip is a plant. It has a green stem.
+Tulips grow best in cool, dry places.
+A bald eagle is an animal. It walks and flies.
+Bald eagles live in trees near water. They eat mostly fish."
+"Question: Which closing is correct for a letter? | Choices: [Thanks,
+Carson, thanks,
+Carson] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: What is the mass of an apple? | Choices: [6 pounds, 6 ounces, 6 tons] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of an apple is 6 ounces.
+6 pounds and 6 tons are both too heavy. | Hint: Select the best estimate."
+"Question: Compare the motion of two gray whales. Which gray whale was moving at a higher speed? | Choices: [a gray whale that moved 25miles in 10hours, a gray whale that moved 30miles in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each gray whale moved and the time it took to move that distance.
+One gray whale moved 30 miles in 10 hours.
+The other gray whale moved 25 miles in 10 hours.
+Notice that each gray whale spent the same amount of time moving. The gray whale that moved 30 miles moved a farther distance in that time. So, that gray whale must have moved at a higher speed."
+"Question: Which figure of speech is used in this text?
+When Jayden finally agreed to let his daughter adopt the stray dog, she responded with a smile that was a mile wide. | Choices: [hyperbole, oxymoron] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+A smile that was a mile wide is an exaggeration, since it is physically impossible to have a smile that is actually a mile wide."
+"Question: Select the fish. | Choices: [African bullfrog, blue-footed booby, African elephant, green moray eel] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Fish live underwater. They have fins, not limbs. | Solution: An African elephant is a mammal. It has hair and feeds its young milk.
+Elephants live in groups called herds. The oldest female in the herd is usually the leader.
+A blue-footed booby is a bird. It has feathers, two wings, and a beak.
+Blue-footed boobies live on tropical islands in the Pacific Ocean.
+A green moray eel is a fish. It lives underwater. It has fins, not limbs.
+Eels are long and thin. They may have small fins. They look like snakes, but they are fish!
+An African bullfrog is an amphibian. It has moist skin and begins its life in water.
+Frogs live near water or in damp places. Most frogs lay their eggs in water."
+"Question: What is the source of the allusion in the sentence below?
+Much to our shock, Gordon chose to turn the other cheek when Erica insulted him in a meeting. | Choices: [the Bible, U.S. history] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion turn the other cheek is the Bible.
+In the Bible, Jesus counsels his followers to resist retaliation. He says that if they are struck on the right cheek, they shouldn't lash out; instead, they should turn the other cheek toward their attacker.
+The allusion turn the other cheek means to respond without aggression."
+"Question: Which closing is correct for a letter? | Choices: [Your student,
+Nora, your student,
+Nora] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: What information supports the conclusion that Kimi acquired this trait? | Choices: [Kimi's sister has a bruise from falling on her elbow., Kimi's scar is on her right elbow. Her father also has a scar on his right elbow., Kimi's scar was caused by an accident. She cut her arm when she fell off her bicycle.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Kimi has a scar on her right elbow."
+"Question: How long is a car key? | Choices: [5 centimeters, 5 kilometers, 5 meters, 5 millimeters] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose metric units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a car key is 5 centimeters.
+5 millimeters is too short. 5 meters and 5 kilometers are too long. | Hint: Select the best estimate."
+"Question: Answer the riddle.
+I am small and green.
+I live near water.
+I eat flies.
+What am I? | Choices: [a plant, a frog] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: vocabulary | Skill: What am I? | Lecture: nan | Solution: A frog is small and green.
+A frog lives near water.
+A frog eats flies."
+"Question: Which cookie has more thermal energy? | Choices: [the colder cookie, the hotter cookie] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two cookies are made of the same material and have the same mass. So, the hotter cookie has more thermal energy. | Hint: Two cookies are identical except for their temperatures."
+"Question: Based on this information, what is Kino's phenotype for the fur color trait? | Choices: [orange fur, FF] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Kino's observable version of the fur color trait is orange fur. So, Kino's phenotype for the fur color trait is orange fur. | Hint: In a group of Bengal tigers, some individuals have orange fur and others have white fur. In this group, the gene for the fur color trait has two alleles. The allele F is for orange fur, and the allele f is for white fur.
+Kino, a Bengal tiger from this group, has orange fur. Kino has two alleles for orange fur."
+"Question: What information supports the conclusion that Connor acquired this trait? | Choices: [Connor knits sweaters using cotton, wool, and other types of yarn., Connor learned how to knit in an after school program.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Connor knows how to knit sweaters."
+"Question: The trucks begin to move at the same speed. Which truck needs a larger force to start moving? | Choices: [a mail truck carrying 600 pounds of mail, a mail truck carrying 250 pounds of mail] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the mail truck that is heavier.
+A mail truck carrying 600 pounds of mail is heavier than a mail truck carrying 250 pounds of mail. So, the mail truck carrying 600 pounds needs a larger force to start moving at the same speed as the other mail truck. | Hint: Two mail trucks are loaded with mail. The trucks are the same. But they are carrying different amounts of mail."
+"Question: Which type of sentence is this?
+As Chandler sat down on the rickety old chair, it abruptly collapsed beneath him. | Choices: [complex, compound-complex, compound, simple] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.
+As Chandler sat down on the rickety old chair, it abruptly collapsed beneath him."
+"Question: Complete the statement. Assume that the gecko's mass did not change.
+The gravitational potential energy stored between the gecko and Earth () as the gecko crawled on the window. | Choices: [stayed the same, decreased, increased] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the gecko and the center of Earth changed.
+The top of the window is higher than the bottom of the window. As the gecko crawled toward the top of the window, the distance between the gecko and the center of Earth increased. So, the gravitational potential energy stored between the gecko and Earth increased as the gecko crawled on the window. | Hint: Read the text about an animal in motion.
+A gecko used its sticky feet to crawl from the bottom of a window to the top of the window."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Uncle Kevin,, Dear Uncle kevin,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Uncle Kevin is capitalized because it is a proper noun."
+"Question: What does the hyperbole in this text suggest?
+[Pinocchio's] tears had dried and only hard, dry sobs shook his wooden frame. But these [sobs] could be heard by the faraway hills . . .
+—Carlo Collodi, Pinocchio | Choices: [Pinocchio's sobs were very loud., Pinocchio's sobs could be heard from several miles away.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode! | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+The hyperbole could be heard by the faraway hills suggests that Pinocchio's sobs were very loud. It's unlikely that he was sobbing loud enough to be heard from very far away."
+"Question: Which sentence states a fact? | Choices: [Harriet Tubman is the most important person in American history., Harriet Tubman led enslaved people to freedom.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
+The flag of the United States has 13 stripes.
+This is a fact. It can be proved by looking at the flag and counting the number of stripes.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+The flag of the United States is easy to draw.
+This is an opinion. People may have different opinions about what makes a flag ""easy"" to draw. | Solution: The second sentence states a fact.
+Harriet Tubman led enslaved people to freedom.
+It can be proved by reading a history book about Harriet Tubman.
+The first sentence states an opinion.
+Harriet Tubman is the most important person in American history.
+Most important shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes people important."
+"Question: Which correctly shows the title of a movie? | Choices: [""Something Wicked This Way Comes"", ***Something Wicked This Way Comes***] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A movie should be in italics.
+The correct title is **Something Wicked This Way Comes**."
+"Question: Which figure of speech is used in this text?
+Melissa's Boutique claims to have ""something for everyone,"" but it is generally understood that their target market is women of a certain age. | Choices: [paradox, euphemism] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Of a certain age is an indirect and generally more polite way of referring to older people."
+"Question: Select the one substance that is not a mineral. | Choices: [Native gold is a solid. It is a pure substance., Chrysotile is a pure substance. It is not made by living things., A turtle shell is not a pure substance. It is formed in nature.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Native gold is a mineral.
+Chrysotile is a mineral.
+A turtle shell is not a pure substance. But all minerals are pure substances.
+So, a turtle shell is not a mineral."
+"Question: Is the following trait inherited or acquired?
+Ian plays golf. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play golf. Instead, some people learn how to play golf. Playing the sport takes practice. So, playing golf is an acquired trait. | Hint: Hint: Playing golf takes practice."
+"Question: Which word would you find on a dictionary page with the following guide words?
+bite - boss | Choices: [bank, bleed] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since bleed is between the guide words bite - boss, it would be found on that page."
+"Question: Select the living thing. | Choices: [Mount Rushmore National Memorial, zebra, rainboot, bathtub] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
+All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
+All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: Mount Rushmore National Memorial is not a living thing.
+The Mount Rushmore National Memorial is a sculpture of four American presidents: George Washington, Thomas Jefferson, Theodore Roosevelt, and Abraham Lincoln. The sculpture does not have all the traits of a living thing. It does not grow or respond to the world around it. It does not need food or water.
+A rainboot is not a living thing.
+Rainboots do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
+A zebra is a living thing.
+Zebras grow and respond to their environment. They need food and water. Zebras are made up of many cells.
+A bathtub is not a living thing.
+Bathtubs do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water."
+"Question: Complete the statement. Assume that the water balloon's mass did not change.
+The gravitational potential energy stored between the water balloon and Earth () as the water balloon fell toward Nolan. | Choices: [decreased, stayed the same, increased] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the water balloon and the center of Earth changed.
+Nolan was lower than the balcony. As the water balloon fell toward Nolan, the distance between the water balloon and the center of Earth decreased. So, the gravitational potential energy stored between the water balloon and Earth decreased as the water balloon fell toward Nolan. | Hint: Read the text about an object in motion.
+Anita dropped a water balloon off a balcony. The water balloon fell toward her friend Nolan, who was standing below the balcony."
+"Question: Which logical fallacy is used in the text?
+Kamal, you didn't vote in the last election, so you clearly have no regard for the democracy in which we live. | Choices: [false dichotomy: an argument that presents only two choices when more options exist, red herring: the use of a completely unrelated topic or idea] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Kamal must not care about democracy, because he didn't vote in the election. However, there may be a number of reasons why Kamal didn't vote in the election. This illustrates a type of logical fallacy known as a false dichotomy."
+"Question: Select the solid. | Choices: [fruit punch, coffee, rain puddle, beads] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Identify solids, liquids, and gases | Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
+Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
+When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
+Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
+When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
+Many gases are invisible. Air is a gas. | Solution: Coffee is a liquid. A liquid takes the shape of any container it is in. If you pour coffee into a different container, the coffee will take the shape of that container. But the coffee will still take up the same amount of space.
+Each bead in the jar is a solid. If you put many beads into a bottle, they will take the shape of the bottle, as a liquid would. But be careful! Beads are not a liquid. Each bead still has a size and shape of its own.
+A rain puddle is a liquid. A liquid takes the shape of any container it is in. If you collect rainwater in a bucket, the rainwater will take the shape of the bucket. But the rainwater will still take up the same amount of space.
+Fruit punch is a liquid. A liquid takes the shape of any container it is in. If you pour fruit punch into a cup, the punch will take the shape of the cup. But the punch will still take up the same amount of space."
+"Question: What is the source of the allusion in the sentence below?
+The detective spent his career chasing his white whale, a notorious bank robber who had eluded law enforcement for decades. | Choices: [literature, a song] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion white whale is literature.
+In Herman Melville's classic novel Moby-Dick, Captain Ahab is fixated on his goal of tracking down and getting revenge on a white whale.
+The allusion white whale means an object of obsession."
+"Question: Select the invertebrate. | Choices: [black howler, red-eyed tree frog, painted stork, yellow jacket] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A yellow jacket is an insect. Like other insects, a yellow jacket is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A black howler is a mammal. Like other mammals, a black howler is a vertebrate. It has a backbone.
+A red-eyed tree frog is an amphibian. Like other amphibians, a red-eyed tree frog is a vertebrate. It has a backbone.
+A painted stork is a bird. Like other birds, a painted stork is a vertebrate. It has a backbone. | Hint: Hint: Insects, spiders, and worms are invertebrates."
+"Question: What does this Works Cited entry indicate about the cited work?
+It's a Wonderful Life. Dir. Frank Capra. Perf. James Stewart, Donna Reed, Lionel Barrymore, and Thomas Mitchell. RKO, 1946. Film. | Choices: [It is a web page., It is a movie., It is a book.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: reference-skills | Skill: Understand a Works Cited entry (MLA 7th edition) | Lecture: When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.
+Below are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.
+Books:
+Format | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.
+Example | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.
+Essays, short stories, or poems in an anthology or book:
+Format | Author(s). ""Essay, Poem, or Short Story Title."" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.
+Example | James, Henry. ""The Middle Years."" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.
+Magazine and newspaper articles:
+Format | Author(s). ""Article Title."" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.
+Example | Hayes, David J., and James H. Stock. ""The Real Cost of Coal."" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.
+Journal articles:
+Format | Author(s). ""Article Title."" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.
+Example | Gillette, Jane, et al. ""Human Simulations of Vocabulary Learning."" Cognition 73.2 (1999): 135-176. Print.
+Web pages:
+Format | Author(s). ""Page Title."" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.
+Example | Gunn, Janelle P., and Lauren E. Owens. ""How to Slash Sodium from Your Diet."" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.
+Additional guidelines:
+Author Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by ""et al.,"" which stands for and others (e.g., Smith, Jane, et al.).
+Medium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are ""Print"" and ""Web,"" but other possibilities include ""Film,"" ""E-mail,"" and ""Lecture."" Whenever the Medium of Publication is ""Web,"" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.
+Editors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. ""Ed."" stands for edited by. ""Trans."" stands for translated by.
+Missing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation ""n. pag."" is used instead. If a work has no available publication date, the abbreviation ""n.d."" is used instead. If a work has no available publisher or no available city of publication, the abbreviation ""n.p."" is used instead.
+ | Solution: Look closely at the Works Cited entry:
+It's a Wonderful Life. Dir. Frank Capra. Perf. James Stewart, Donna Reed, Lionel Barrymore, and Thomas Mitchell. RKO, 1946. Film.
+You can tell that the cited work is a movie because ""Film"" is listed as the medium of publication."
+"Question: Based on this information, what is Athena's phenotype for the coat pattern trait? | Choices: [Aa, a black coat] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Athena's observable version of the coat pattern trait is a black coat. So, Athena's phenotype for the coat pattern trait is a black coat. | Hint: In a group of jaguars, some individuals have a black coat and others have a spotted coat. In this group, the gene for the coat pattern trait has two alleles. The allele A is for a black coat, and the allele a is for a spotted coat.
+Athena, a jaguar from this group, has a black coat. Athena has one allele for a black coat and one allele for a spotted coat."
+"Question: What information supports the conclusion that Gabriel acquired this trait? | Choices: [Gabriel has three jump ropes, each made of a different material., Gabriel's sister taught him how to do tricks with a jump rope., Gabriel won a competition at his school with his jump rope tricks.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Gabriel knows how to do tricks with a jump rope."
+"Question: What do these two changes have in common?
+snowflakes forming in a cloud
+breaking a piece of glass | Choices: [Both are chemical changes., Both are only physical changes., Both are caused by cooling., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Snowflakes forming in a cloud is a change of state. So, it is a physical change. Liquid water freezes and becomes solid, but it is still made of water. A different type of matter is not formed.
+Breaking a piece of glass is a physical change. The glass gets broken into pieces. But each piece is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+A snowflake begins to form when a tiny drop of liquid water in a cloud freezes. This is caused by cooling. But breaking a piece of glass is not."
+"Question: Using only these supplies, which question can Bruce investigate with an experiment? | Choices: [Do watercolor paintings dry faster when they are placed inside or outside?, Does a large watercolor painting or a small watercolor painting dry faster?, Do watercolor paintings dry faster when placed next to a fan?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Bruce is painting watercolor pictures with his friend. An hour after they have finished, Bruce notices one painting is dry but the other is not. He wonders what factors affect how quickly watercolor paintings dry. So, he decides to design an experiment. He has the following supplies available:
+two freshly painted watercolor pictures of the same size
+his dining room table
+a picnic table in his backyard
+a heater"
+"Question: Based on this information, what is Loki's phenotype for the coat pattern trait? | Choices: [a spotted coat, a black coat] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine Loki's phenotype for the coat pattern trait. First, consider the alleles in Loki's genotype for the coat pattern gene. Then, decide whether these alleles are dominant or recessive.
+The allele for a spotted coat (A) is dominant over the allele for a black coat (a). This means A is a dominant allele, and a is a recessive allele.
+Loki's genotype of Aa has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Loki's phenotype for the coat pattern trait must be a spotted coat. | Hint: In a group of leopards, some individuals have a spotted coat and others have a black coat. In this group, the gene for the coat pattern trait has two alleles. The allele for a spotted coat (A) is dominant over the allele for a black coat (a).
+Loki is a leopard from this group. Loki has the heterozygous genotype Aa for the coat pattern gene."
+"Question: Select the vertebrate. | Choices: [bull ant, pipevine swallowtail butterfly, puffin, rock lobster] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A bull ant is an insect. Like other insects, a bull ant is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A rock lobster is a crustacean. Like other crustaceans, a rock lobster is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A puffin is a bird. Like other birds, a puffin is a vertebrate. It has a backbone.
+A pipevine swallowtail butterfly is an insect. Like other insects, a pipevine swallowtail butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: What is the volume of a kiddie pool? | Choices: [255 fluid ounces, 255 gallons, 255 cups] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a kiddie pool is 255 gallons.
+255 fluid ounces and 255 cups are both too little. | Hint: Select the best estimate."
+"Question: Does this passage describe the weather or the climate?
+The wind rarely blows from the east in Idaho Falls, Idaho. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+The wind rarely blows from the east in Idaho Falls, Idaho.
+This passage tells you about the usual wind pattern in Idaho Falls, Idaho. It does not describe what the weather is like on a particular day. So, this passage describes the climate. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Compare the motion of three bicycles. Which bicycle was moving at the highest speed? | Choices: [a bicycle that moved 70miles north in 10hours, a bicycle that moved 55miles west in 10hours, a bicycle that moved 305miles east in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. | Solution: Look at the distance each bicycle moved and the time it took to move that distance. The direction each bicycle moved does not affect its speed.
+Notice that each bicycle moved for 10 hours. The bicycle that moved 305 miles moved the farthest distance in that time. So, that bicycle must have moved at the highest speed."
+"Question: Which word does not rhyme? | Choices: [side, year, wide] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the ip sound.
+The words lake and make rhyme. They both end with the ake sound.
+The words tip and lake don't rhyme. They end with different sounds. | Solution: The words side and wide rhyme. They both end with the ide sound.
+The word year does not rhyme. It ends with a different sound."
+"Question: Select the part whose main job is to direct an animal cell's activities by sending instructions to different parts of the cell. | Choices: [cytoplasm, cell membrane, nucleus] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify functions of animal cell parts | Lecture: The cell membrane controls which substances enter and leave the cell. The cell membrane also protects the cell from the outside environment.
+The cytoplasm is made up of a thick liquid that fills the space inside the cell membrane. The cytoplasm supports the other cell parts and holds them in place. Many important chemical reactions happen in the cytoplasm.
+The mitochondria break down sugar to release energy that the cell can use.
+The vacuoles store nutrients, such as sugar, in the cell. Vacuoles also store water and waste.
+The nucleus directs cell activities. It does this by sending instructions to different parts of the cell.
+The chromosomes contain the information that the cell uses for growth and activities. In animal and plant cells, the chromosomes are inside the nucleus. | Solution: The nucleus is the master control center for cell activities. The nucleus sends signals and instructions to different parts of the cell. Not every cell has a nucleus, but most plant and animal cells have one."
+"Question: What do these two changes have in common?
+adding dish soap to water in a sink
+shaking up salad dressing | Choices: [Both are caused by cooling., Both are chemical changes., Both are only physical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Adding dish soap to water in a sink is a physical change. Bubbles may appear if air gets trapped in the soapy water, but a different type of matter does not form.
+Shaking up salad dressing is a physical change. The different parts mix together, but they are still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Based on this information, what is this plant's phenotype for the flower color trait? | Choices: [light yellow flowers, dark yellow flowers] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: The rose plant's genotype for the flower color gene is ff. The rose plant's genotype of ff has only f alleles. The f allele is for dark yellow flowers. So, the rose plant's phenotype for the flower color trait must be dark yellow flowers.
+To check this answer, consider whether the rose plant's alleles are dominant or recessive. The allele for dark yellow flowers (f) is recessive to the allele for light yellow flowers (F). This means F is a dominant allele, and f is a recessive allele.
+The rose plant's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the rose plant's phenotype for the flower color trait must be dark yellow flowers. | Hint: In a group of rose plants, some individuals have light yellow flowers and others have dark yellow flowers. In this group, the gene for the flower color trait has two alleles. The allele for dark yellow flowers (f) is recessive to the allele for light yellow flowers (F).
+A certain rose plant from this group has the homozygous genotype ff for the flower color gene."
+"Question: Which word does not rhyme? | Choices: [like, wish, dish] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the ip sound.
+The words lake and make rhyme. They both end with the ake sound.
+The words tip and lake don't rhyme. They end with different sounds. | Solution: The words wish and dish rhyme. They both end with the ish sound.
+The word like does not rhyme. It ends with a different sound."
+"Question: What does the idiom in this text suggest?
+Katie has a lot on her plate: she is attending college, has a full-time job as a waitress, and volunteers at the animal shelter. | Choices: [Katie has many responsibilities., Katie has no time to eat well.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom a lot on her plate suggests that Katie has many responsibilities. If you have a lot on your plate, you are busy with many different obligations."
+"Question: Which object has the most thermal energy? | Choices: [an orange at a temperature of 55°F, an orange at a temperature of 80°F, an orange at a temperature of 92°F] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three oranges have the same mass but different temperatures. Since the 92°F orange is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Would you find the word instruct on a dictionary page with the following guide words?
+imp - item | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since instruct is between the guide words imp - item, it would be found on that page."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Leah takes yoga classes at Katie's studio, so this yoga mat might be Leah's., Leah takes yoga classes at Katie's studio, so this yoga mat might be hers.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun hers could refer to Leah's or Katie's.
+The second answer choice shows a possible correction for the vague pronoun reference. Hers has been replaced with Leah's.
+Leah takes yoga classes at Katie's studio, so this yoga mat might be Leah's."
+"Question: Which object has less thermal energy? | Choices: [a 300-gram glass of water at a temperature of 55°F, a 300-gram glass of water at a temperature of 45°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: The two glasses of water have the same mass but different temperatures. Since the 45°F glass of water is colder than the 55°F glass of water, it has less thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Select the part whose main job is to sort and package proteins and other substances in a plant cell. | Choices: [nucleus, cell wall, mitochondria, Golgi] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Identify functions of plant cell parts | Lecture: Plant cells are made up of many different parts. Each cell part has a function that helps the cell survive and grow.
+Some cell parts are called organelles. Organelles are cell structures that are surrounded by their own membranes. Here are some of the organelles in plant cells:
+Chloroplasts and mitochondria work together to help the cell get the energy it needs. The chloroplasts use photosynthesis to make sugar. The mitochondria break down this sugar and release energy that the cell can use for all of its activities.
+The nucleus directs cell activities by sending instructions to different parts of the cell. The nucleus contains structures called chromosomes. The chromosomes are made mostly of hereditary material called DNA. DNA contains information that the cell uses for growth and activities. These instructions tell ribosomes how to build molecules called proteins, which make up cell structures and help chemical reactions happen in the cell.
+The endoplasmic reticulum is an organelle that helps ribosomes build proteins. The nucleus sends instructions for making proteins to ribosomes. Ribosomes can attach to the endoplamic reticulum. The endoplasmic reticulum and ribosomes use these instructions to make proteins that the cell needs to survive and grow.
+After proteins are made in the endoplasmic reticulum, they can be transferred to the Golgi. The Golgi is an organelle made up of flat, stacked membranes. The Golgi sorts and packages proteins and other substances. Then, the Golgi sends these substances to different parts of the cell. Some of these substances are sent to the cell membrane and released from the cell.
+In plant cells, the vacuole stores waste, water, and nutrients such as sugar. Most plant cells have one vacuole.
+Other cell parts are not surrounded by their own membranes. These cell parts are not organelles.
+The cell wall is the cell's tough outer covering. It gives the cell strength and stiffness and helps the cell keep its shape.
+On the inside of the cell wall is a thin layer called the cell membrane. This layer is a membrane, but it does not have a membrane surrounding it, so it is not an organelle. The cell membrane controls which substances enter and leave the cell.
+The cytoplasm is a thick liquid that fills the space inside the cell. The cytoplasm also helps the cell keep its shape and supports the other cell parts. | Solution: The Golgi sorts and packages proteins and other substances for the cell. The Golgi sends some of these substances to parts of the cell where they are needed. It sends other substances to the cell membrane, where they are released from the cell."
+"Question: Which logical fallacy is used in the text?
+Did Porter vote for Hazel for school president, or does he hate her for some reason? | Choices: [circular reasoning: an argument that supports a claim with the claim itself, bandwagon fallacy: the assumption that the popular choice is automatically correct, false dichotomy: an argument that presents only two choices when more options exist] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Porter either voted for Hazel or he hates her. However, Porter could have voted for someone he considers a better candidate while still liking Hazel. This illustrates a type of logical fallacy known as a false dichotomy."
+"Question: Which type of sentence is this?
+Christine is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. | Choices: [compound-complex, compound, simple, complex] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.
+Christine is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years."
+"Question: How long is a long-distance running race? | Choices: [25 yards, 25 miles, 25 feet, 25 inches] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a long-distance running race is 25 miles.
+25 inches, 25 feet, and 25 yards are all too short. | Hint: Select the best estimate."
+"Question: What is the source of the allusion in the sentence below?
+From the look on her face, Reba is carrying an albatross around her neck. | Choices: [a poem, the Bible] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion an albatross around her neck is a poem.
+In Samuel Taylor Coleridge's poem ""The Rime of the Ancient Mariner,"" a sailor shoots and kills an albatross, an action that curses the ship and crew. As his crew members die, the Ancient Mariner feels his guilt hanging like the albatross around his neck.
+The allusion an albatross around her neck means a burden a person must bear."
+"Question: How long does it take to mow the lawn? | Choices: [38 minutes, 38 hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to mow the lawn is 38 minutes.
+38 hours is too slow. | Hint: Select the better estimate."
+"Question: Which sentence states a fact? | Choices: [Dragonflies look like giant wasps, but creepier., Dragonflies have lived on earth for three hundred million years.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The first sentence states a fact.
+Dragonflies have lived on earth for three hundred million years.
+It can be proved by looking up information about dragonflies.
+The second sentence states an opinion.
+Dragonflies look like giant wasps, but creepier.
+Creepier shows what a person believes, thinks, or feels. Another person might have a different opinion about whether dragonflies look creepy."
+"Question: Using only these supplies, which question can Francesca investigate with an experiment? | Choices: [Do scented candles or unscented candles produce more smoke?, Do candles with thick wicks or with thin wicks produce more smoke?, Do large candles or small candles produce more smoke?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Francesca is burning some new candles. She notices that they produce different amounts of smoke. She wonders what factors affect how much smoke a candle produces. So, she decides to design an experiment. She has the following supplies available:
+two large unscented candles with thick wicks
+two large unscented candles with thin wicks
+a box of matches"
+"Question: Which is harder? | Choices: [clay ball, metal shield] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Hard is a property. A hard material keeps its shape when you press on it with your finger.
+Look at each picture, one at a time. Imagine pushing on the material shown in each picture.
+Of the choices, the metal shield is harder. If you press on a metal shield, it will not change shape."
+"Question: What do these two changes have in common?
+a piece of apple turning brown
+boiling sugar to make caramel | Choices: [Both are only physical changes., Both are caused by cooling., Both are chemical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A piece of apple turning brown is a chemical change. The apple reacts with oxygen in the air and turns into a different type of matter.
+If you scrape off the brown layer of the apple, the inside is still white. The inside hasn't touched the air. So the chemical change didn't happen to that part of the apple.
+Boiling sugar to make caramel is a chemical change. The heat causes the sugar to change into a different type of matter. Unlike sugar, the new matter is brown and sticky.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Boiling sugar is caused by heating. But a piece of apple turning brown is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Based on this information, what is Delilah's phenotype for the fur color trait? | Choices: [FF, orange fur] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Delilah's observable version of the fur color trait is orange fur. So, Delilah's phenotype for the fur color trait is orange fur. | Hint: In a group of Bengal tigers, some individuals have orange fur and others have white fur. In this group, the gene for the fur color trait has two alleles. The allele F is for orange fur, and the allele f is for white fur.
+Delilah, a Bengal tiger from this group, has orange fur. Delilah has two alleles for orange fur."
+"Question: Which figure of speech is used in this text?
+Sophie, I've told you a million times: you need to dry the dishes before you put them away. | Choices: [oxymoron, hyperbole] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+A million times is an exaggeration, since it is unlikely that Sophie has actually been told this a million times."
+"Question: What do these two changes have in common?
+breaking a plate
+molding clay into the shape of a pot | Choices: [Both are only physical changes., Both are caused by cooling., Both are caused by heating., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Breaking a plate is a physical change. The plate gets broken into pieces. But each piece is still made of the same type of matter.
+Molding clay into the shape of a pot is a physical change. The clay gets a different shape. But it is made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Select the part whose main job is to break down sugar to release energy that a plant cell can use. | Choices: [endoplasmic reticulum, chloroplasts, mitochondria, vacuole] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Identify functions of plant cell parts | Lecture: Plant cells are made up of many different parts. Each cell part has a function that helps the cell survive and grow.
+Some cell parts are called organelles. Organelles are cell structures that are surrounded by their own membranes. Here are some of the organelles in plant cells:
+Chloroplasts and mitochondria work together to help the cell get the energy it needs. The chloroplasts use photosynthesis to make sugar. The mitochondria break down this sugar and release energy that the cell can use for all of its activities.
+The nucleus directs cell activities by sending instructions to different parts of the cell. The nucleus contains structures called chromosomes. The chromosomes are made mostly of hereditary material called DNA. DNA contains information that the cell uses for growth and activities. These instructions tell ribosomes how to build molecules called proteins, which make up cell structures and help chemical reactions happen in the cell.
+The endoplasmic reticulum is an organelle that helps ribosomes build proteins. The nucleus sends instructions for making proteins to ribosomes. Ribosomes can attach to the endoplamic reticulum. The endoplasmic reticulum and ribosomes use these instructions to make proteins that the cell needs to survive and grow.
+After proteins are made in the endoplasmic reticulum, they can be transferred to the Golgi. The Golgi is an organelle made up of flat, stacked membranes. The Golgi sorts and packages proteins and other substances. Then, the Golgi sends these substances to different parts of the cell. Some of these substances are sent to the cell membrane and released from the cell.
+In plant cells, the vacuole stores waste, water, and nutrients such as sugar. Most plant cells have one vacuole.
+Other cell parts are not surrounded by their own membranes. These cell parts are not organelles.
+The cell wall is the cell's tough outer covering. It gives the cell strength and stiffness and helps the cell keep its shape.
+On the inside of the cell wall is a thin layer called the cell membrane. This layer is a membrane, but it does not have a membrane surrounding it, so it is not an organelle. The cell membrane controls which substances enter and leave the cell.
+The cytoplasm is a thick liquid that fills the space inside the cell. The cytoplasm also helps the cell keep its shape and supports the other cell parts. | Solution: Mitochondria break down sugar to release energy that the cell can use. Plant and animal cells usually have many mitochondria."
+"Question: Select the invertebrate. | Choices: [sea turtle, red-spotted purple butterfly, koala, puffin] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A red-spotted purple butterfly is an insect. Like other insects, a red-spotted purple butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A puffin is a bird. Like other birds, a puffin is a vertebrate. It has a backbone.
+A koala is a mammal. Like other mammals, a koala is a vertebrate. It has a backbone.
+A sea turtle is a reptile. Like other reptiles, a sea turtle is a vertebrate. It has a backbone. | Hint: Hint: Insects, spiders, and worms are invertebrates."
+"Question: Using only these supplies, which question can Jen investigate with an experiment? | Choices: [If squash seeds and tomato seeds are planted with compost, which type of plant grows larger?, Do squash plants grow larger if the seeds are planted in small pots or in large pots?, Do squash plants grow larger if the seeds are planted with compost or without compost?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Jen has a small vegetable garden, which includes a compost pile of food scraps. She notices that some of the squash plants growing next to the compost pile grow differently than squash plants that are farther away. She wonders what factors affect how her squash plants grow. So, she decides to design an experiment. She has the following supplies available:
+one type of squash seeds
+four large clay pots
+soil
+a compost pile
+water"
+"Question: Which sentence states a fact? | Choices: [Frogs have the strangest feet of any animal., A horse's foot contains a part known as the ""frog.""] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The second sentence states a fact.
+A horse's foot contains a part known as the ""frog.""
+It can be proved by checking a drawing of a horse's foot.
+The first sentence states an opinion.
+Frogs have the strangest feet of any animal.
+Strangest shows what a person believes, thinks, or feels. Another person might have a different opinion about which animal has the strangest feet."
+"Question: Is the following trait inherited or acquired?
+Zach has a scar on his right ankle. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: Select the part whose main job is to break down worn-out cell parts and other waste in an animal cell. | Choices: [cytoplasm, chromosomes, lysosomes, endoplasmic reticulum] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Identify functions of animal cell parts | Lecture: Animal cells are made up of many different parts. Each cell part has a function that helps the cell survive and grow.
+Some cell parts are called organelles. Organelles are cell structures that are surrounded by their own membranes. Here are some of the organelles in animal cells:
+Mitochondria help the cell get the energy it needs. Mitochondria break down sugar and release energy that the cell can use for all of its activities.
+The nucleus directs cell activities by sending instructions to different parts of the cell. The nucleus contains structures called chromosomes. The chromosomes are made mostly of hereditary material called DNA. DNA contains information that the cell uses for growth and activities. These instructions tell ribosomes how to build molecules called proteins, which make up cell structures and help chemical reactions happen in the cell.
+The endoplasmic reticulum is an organelle that helps ribosomes build proteins. The nucleus sends instructions for making proteins to ribosomes. Ribosomes can attach to the endoplamic reticulum. The endoplasmic reticulum and ribosomes use these instructions to make proteins that the cell needs to survive and grow.
+After proteins are made in the endoplasmic reticulum, they can be transferred to the Golgi. The Golgi is an organelle made up of flat, stacked membranes. The Golgi sorts and packages proteins and other substances. Then, the Golgi sends these substances to different parts of the cell. Some of these substances are sent to the cell membrane and released from the cell.
+Animal cells also have organelles for storage and waste removal. The vacuoles store sugar and other nutrients. The lysosomes break down worn-out cell parts and other waste. Animal cells usually have several vacuoles and lysosomes.
+Other cell parts are not surrounded by their own membranes. These cell parts are not organelles.
+The cell membrane is a thin layer that surrounds and protects the cell. This layer is a membrane, but it does not have a membrane surrounding it, so it is not an organelle. The cell membrane controls which substances enter and leave the cell.
+The cytoplasm is a thick liquid that fills the space inside the cell. The cytoplasm also helps the cell keep its shape and supports the other cell parts. | Solution: Cells use lysosomes to break down worn-out cell parts and other waste. An animal cell may have many lysosomes."
+"Question: Which object has more thermal energy? | Choices: [a 200-gram glass of apple juice at a temperature of 85°F, a 200-gram glass of apple juice at a temperature of 70°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two glasses of apple juice have the same mass but different temperatures. Since the 85°F glass of apple juice is hotter than the 70°F glass of apple juice, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Complete the sentence.
+According to the Seventh Amendment, a () is usually not allowed to change the decision of a (). | Choices: [criminal . . . victim, jury . . . judge, victim . . . criminal, judge . . . jury] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: civics | Skill: The Bill of Rights | Lecture: nan | Solution: According to the Seventh Amendment, a judge is usually not allowed to change the decision of a jury. The jury has the final say. A jury is a group of regular citizens who listen to a trial. Then they decide together which side is right. In the United States, juries are supposed to come from the area where the crime or disagreement took place. Most trial juries have between 6 and 12 people, called jurors. If you are an American citizen, you may be asked to be on a jury someday! Part of the text of the Seventh Amendment is below. What kind of trials does the amendment talk about? In suits at common law. . .the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise re-examined in any court of the United States, than according to the rules of the common law."
+"Question: Which is a complex sentence? | Choices: [Robert returned to his hometown when he started his own family., The detour took us across the bridge and along the one-lane road by the river.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction when.
+Robert returned to his hometown when he started his own family."
+"Question: Last year, there were seven men's clothing stores on Main Street in Somerville. This year, there are only three. What probably happened to the overall supply of men's shirts in Somerville? | Choices: [The supply probably went down., The supply probably went up.] | Task: closed choice | Subject: social science | Grade: grade8 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down."
+"Question: What information supports the conclusion that Maya acquired this trait? | Choices: [Maya learned how to build a fire at summer camp., Maya can cook food over a fire.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Maya knows how to build a fire."
+"Question: How long does it take to drain all of the water in a full bathtub? | Choices: [60 seconds, 60 hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to drain all of the water in a full bathtub is 60 seconds.
+60 hours is too slow. | Hint: Select the better estimate."
+"Question: Which logical fallacy is used in the text?
+Teens shouldn't get cell phones. It's just a matter of time before they'll stop seeing friends in real life—they'll just text each other from their rooms. | Choices: [straw man: a misrepresentation of an opponent's position that makes it easier to argue against, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, false causation: the assumption that because two things happened together, one caused the other] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that having cell phones will lead to teenagers no longer meeting in real life. However, this argument offers only an extreme outcome and ignores other more likely outcomes. For instance, teenagers may sometimes meet friends in real life and sometimes just text with friends. This illustrates a type of logical fallacy known as the slippery slope fallacy."
+"Question: How long is a caterpillar? | Choices: [35 kilometers, 35 millimeters, 35 centimeters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a caterpillar is 35 millimeters.
+35 centimeters and 35 kilometers are both too long. | Hint: Select the best estimate."
+"Question: Which object has more thermal energy? | Choices: [a 2-kilogram block of steel at a temperature of 30°C, a 2-kilogram block of steel at a temperature of 65°C] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two blocks of steel have the same mass but different temperatures. Since the 65°C block is hotter than the 30°C block, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Complete the sentence so that it uses personification.
+The ocean lashed () at the boat, which nearly overturned in the rough waves. | Choices: [angrily, repeatedly] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word angrily. It describes the ocean as if it were an angry, violent person."
+"Question: Which logical fallacy is used in the text?
+Mr. Livingston can quit smoking because he's capable of stopping. | Choices: [circular reasoning: an argument that supports a claim with the claim itself, guilt by association: a negative association intended to discredit someone or something, bandwagon fallacy: the assumption that the popular choice is automatically correct] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Mr. Livingston can quit smoking because he is able to stop. However, the ""evidence"" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning."
+"Question: Which figure of speech is used in this text?
+Scott's leaving his job? That's old news. He's been planning that for months. | Choices: [chiasmus, oxymoron] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Old news is a contradiction, because news is recent information."
+"Question: How long is a human front tooth? | Choices: [13 centimeters, 13 kilometers, 13 millimeters] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
+The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
+A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | Solution: The best estimate for the length of a human front tooth is 13 millimeters.
+13 centimeters and 13 kilometers are both too long. | Hint: Select the best estimate."
+"Question: Based on this information, what is Chase's genotype for the fur texture gene? | Choices: [soft fur, ff] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Chase has two alleles for soft fur (f). So, Chase's genotype for the fur texture gene is ff. | Hint: In a group of dachshund dogs, some individuals have rough fur and others have soft fur. In this group, the gene for the fur texture trait has two alleles. The allele F is for rough fur, and the allele f is for soft fur.
+Chase, a dachshund dog from this group, has soft fur. Chase has two alleles for soft fur."
+"Question: Would you find the word sapling on a dictionary page with the following guide words?
+snack - synonym | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since sapling is not between the guide words snack - synonym, it would not be found on that page."
+"Question: What information supports the conclusion that Clare acquired this trait? | Choices: [Some scars fade more quickly than others., Clare's scar was caused by an accident. She cut her leg when she was climbing a tree.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Clare has a scar on her left leg."
+"Question: What kind of sentence is this?
+I can't believe this is Trisha's first time seeing the Pacific Ocean! | Choices: [interrogative, exclamatory, declarative] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence."
+"Question: Select the vertebrate. | Choices: [European green toad, grasshopper, luna moth, castor bean tick] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A grasshopper is an insect. Like other insects, a grasshopper is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A European green toad is an amphibian. Like other amphibians, a European green toad is a vertebrate. It has a backbone.
+A castor bean tick is an insect. Like other insects, a castor bean tick is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A luna moth is an insect. Like other insects, a luna moth is an invertebrate. It does not have a backbone. It has an exoskeleton. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates."
+"Question: Based on this information, what is Nessie's phenotype for the body color trait? | Choices: [a gray body, BB] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Nessie's observable version of the body color trait is a gray body. So, Nessie's phenotype for the body color trait is a gray body. | Hint: In a group of guppies, some individuals have a gray body and others have a golden body. In this group, the gene for the body color trait has two alleles. The allele B is for a gray body, and the allele b is for a golden body.
+Nessie, a guppy from this group, has a gray body. Nessie has two alleles for a gray body."
+"Question: Is the following trait inherited or acquired?
+Lisa plays soccer. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to play soccer. Instead, some people learn how to play soccer. Playing the sport takes practice. So, playing soccer is an acquired trait. | Hint: Hint: Playing soccer takes practice."
+"Question: Which text uses the word random in its traditional sense? | Choices: [Carmen made a random trip to the grocery store, though her kitchen was already stocked with a hodgepodge of food., At the grocery store, Carmen hastily grabbed fruits and vegetables at random, filling her shopping cart with a hodgepodge of food.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses random in its traditional sense: made or occurring without a definite pattern.
+At the grocery store, Carmen hastily grabbed fruits and vegetables at random, filling her shopping cart with a hodgepodge of food.
+The second text uses random in its nontraditional sense: odd or out of place.
+Carmen made a random trip to the grocery store, though her kitchen was already stocked with a hodgepodge of food.
+Most style guides recommend to avoid using the nontraditional sense of the word random because it is generally considered incorrect."
+"Question: Complete the sentence.
+Bees creating wax from sugar is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Bees creating wax from sugar is a chemical change. Bees have a special body part that changes the sugar they eat into wax. They use the wax to make their honeycomb."
+"Question: What information supports the conclusion that Derek inherited this trait? | Choices: [Derek likes to wear a blue sweater to match his blue eyes., Derek's mother has blue eyes. She passed this trait down to Derek.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Derek has blue eyes."
+"Question: Select the part whose main job is to direct a plant cell's activities by sending instructions to different parts of the cell. | Choices: [cytoplasm, Golgi, nucleus, cell membrane] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Identify functions of plant cell parts | Lecture: Plant cells are made up of many different parts. Each cell part has a function that helps the cell survive and grow.
+Some cell parts are called organelles. Organelles are cell structures that are surrounded by their own membranes. Here are some of the organelles in plant cells:
+Chloroplasts and mitochondria work together to help the cell get the energy it needs. The chloroplasts use photosynthesis to make sugar. The mitochondria break down this sugar and release energy that the cell can use for all of its activities.
+The nucleus directs cell activities by sending instructions to different parts of the cell. The nucleus contains structures called chromosomes. The chromosomes are made mostly of hereditary material called DNA. DNA contains information that the cell uses for growth and activities. These instructions tell ribosomes how to build molecules called proteins, which make up cell structures and help chemical reactions happen in the cell.
+The endoplasmic reticulum is an organelle that helps ribosomes build proteins. The nucleus sends instructions for making proteins to ribosomes. Ribosomes can attach to the endoplamic reticulum. The endoplasmic reticulum and ribosomes use these instructions to make proteins that the cell needs to survive and grow.
+After proteins are made in the endoplasmic reticulum, they can be transferred to the Golgi. The Golgi is an organelle made up of flat, stacked membranes. The Golgi sorts and packages proteins and other substances. Then, the Golgi sends these substances to different parts of the cell. Some of these substances are sent to the cell membrane and released from the cell.
+In plant cells, the vacuole stores waste, water, and nutrients such as sugar. Most plant cells have one vacuole.
+Other cell parts are not surrounded by their own membranes. These cell parts are not organelles.
+The cell wall is the cell's tough outer covering. It gives the cell strength and stiffness and helps the cell keep its shape.
+On the inside of the cell wall is a thin layer called the cell membrane. This layer is a membrane, but it does not have a membrane surrounding it, so it is not an organelle. The cell membrane controls which substances enter and leave the cell.
+The cytoplasm is a thick liquid that fills the space inside the cell. The cytoplasm also helps the cell keep its shape and supports the other cell parts. | Solution: The nucleus is the master control center for cell activities. The nucleus sends signals and instructions to different parts of the cell. Not every cell has a nucleus, but most plant and animal cells have one."
+"Question: Answer the riddle.
+I work in a school.
+I help you read and write.
+I give you homework.
+What am I? | Choices: [a teacher, a friend] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: vocabulary | Skill: What am I? | Lecture: nan | Solution: A teacher works in a school.
+A teacher helps you read and write.
+A teacher gives you homework."
+"Question: Complete the sentence.
+Sitting Bull was an important () leader in the 1800s. | Choices: [Mexican American, Native American, Japanese American, German American] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: us-history | Skill: Sitting Bull | Lecture: nan | Solution: Sitting Bull was an important Native American leader in the 1800 s. He was part of the Lakota tribe. The Lakota tribe is part of a larger group of Native Americans called the Sioux.
+When was Sitting Bull born?
+Historians don't know for sure. The Lakota didn't keep many written records. Sitting Bull guessed he was born in 1831."
+"Question: What information supports the conclusion that Leslie acquired this trait? | Choices: [Leslie likes to photograph birds at the zoo., Leslie was not born knowing how to identify different bird calls. She had to learn this skill.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Leslie is good at identifying birds from their calls."
+"Question: Would you find the word bare on a dictionary page with the following guide words?
+bent - burn | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since bare is not between the guide words bent - burn, it would not be found on that page."
+"Question: What is the mass of a blue whale? | Choices: [200 tons, 200 pounds, 200 ounces] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a blue whale is 200 tons.
+200 ounces and 200 pounds are both too light. | Hint: Select the best estimate."
+"Question: Is the following trait inherited or acquired?
+Abdul can fly a helicopter. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to fly a helicopter. Instead, some people learn how to fly helicopters. So, flying a helicopter is an acquired trait. | Hint: Hint: Pilots have to learn how to fly a helicopter."
+"Question: Which object has the most thermal energy? | Choices: [a 280-gram bottle of water at a temperature of 40°F, a 280-gram bottle of water at a temperature of 72°F, a 280-gram bottle of water at a temperature of 45°F] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three bottles of water have the same mass but different temperatures. Since the 72°F bottle of water is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: What is the volume of a water balloon? | Choices: [555 milliliters, 555 liters] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a water balloon is 555 milliliters.
+555 liters is too much. | Hint: Select the better estimate."
+"Question: Which logical fallacy is used in the text?
+If Mom didn't turn off the air conditioner, then clearly she must be too hot. | Choices: [false dichotomy: an argument that presents only two choices when more options exist, appeal to nature: the assumption that natural things are always good] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Mom didn't turn off the air conditioner, because she is too hot. However, Mom may not have turned off the air conditioner for a variety of reasons. This illustrates a type of logical fallacy known as a false dichotomy."
+"Question: Which word does not rhyme? | Choices: [last, late, fast] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the ip sound.
+The words lake and make rhyme. They both end with the ake sound.
+The words tip and lake don't rhyme. They end with different sounds. | Solution: The words last and fast rhyme. They both end with the ast sound.
+The word late does not rhyme. It ends with a different sound."
+"Question: Which correctly shows the title of a play? | Choices: [""All for Me"", ***All for Me***] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A play should be in italics.
+The correct title is **All for Me**."
+"Question: What kind of sentence is this?
+Do you know Marco from soccer camp, or do you have another connection with him? | Choices: [declarative, interrogative, exclamatory] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: Based on this information, what is Dory's phenotype for the iridescent scales trait? | Choices: [mostly iridescent scales, Ii] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Dory's observable version of the iridescent scales trait is mostly iridescent scales. So, Dory's phenotype for the iridescent scales trait is mostly iridescent scales. | Hint: This passage describes the iridescent scales trait in bettas:
+
+In a group of bettas, some individuals have mostly iridescent scales and others have mostly plain scales. In this group, the gene for the iridescent scales trait has two alleles. The allele I is for mostly iridescent scales, and the allele i is for mostly plain scales.
+Dory, a betta from this group, has mostly iridescent scales. Dory has one allele for mostly iridescent scales and one allele for mostly plain scales."
+"Question: Which letter to the editor is more formal? | Choices: [We shouldn't put up with the mayor's nonsense for one more second., We should not tolerate the mayor's reckless behavior.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first letter to the editor is more formal. It uses more elevated language (should not tolerate, reckless behavior). The other letter to the editor uses casual language, such as contractions (shouldn't) and idioms (put up with)."
+"Question: Based on this information, what is Pearl's phenotype for the tail spots trait? | Choices: [ii, an unspotted tail] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Pearl's observable version of the tail spots trait is an unspotted tail. So, Pearl's phenotype for the tail spots trait is an unspotted tail. | Hint: In a group of guppies, some individuals have a spotted tail and others have an unspotted tail. In this group, the gene for the tail spots trait has two alleles. The allele I is for a spotted tail, and the allele i is for an unspotted tail.
+Pearl, a guppy from this group, has an unspotted tail. Pearl has two alleles for an unspotted tail."
+"Question: Using only these supplies, which question can Christina investigate with an experiment? | Choices: [Do the deer eat fewer leaves from bean plants sprayed with garlic spray than from unsprayed bean plants?, Do the deer eat fewer leaves from bean plants sprayed with coffee spray than from unsprayed bean plants?, Do the deer eat more leaves from tomato plants or from squash plants?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Christina has a garden that is sometimes visited by deer. She notices that the deer eat some plants in her garden more than others. She wonders what factors affect which plants the deer eat. So, she decides to design an experiment. She has the following supplies available:
+a garlic spray used to keep garden pests away
+four tomato plants
+four bean plants"
+"Question: Which object has more thermal energy? | Choices: [a 225-gram glass of orange juice at a temperature of 20°C, a 225-gram glass of orange juice at a temperature of 15°C] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two glasses of orange juice have the same mass but different temperatures. Since the 20°C glass of orange juice is hotter than the 15°C glass of orange juice, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Suppose Emmett decides to plant the irises. Which result would be a cost? | Choices: [Emmett will give up the chance to look at the magnolia tree. He thinks it would have looked more beautiful than the irises., He will save some space. The irises will use up less space than the magnolia tree would have used up.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Emmett wants or needs:
+Emmett will give up the chance to look at the magnolia tree. He thinks it would have looked more beautiful than the irises. | Hint: Emmett is deciding whether to plant irises or a magnolia tree in his backyard. He wants to make his backyard more beautiful. But he also wants to leave space for doing fun things."
+"Question: Is this a sentence fragment?
+Although fewer than twenty-five California condors remained in the wild in 1982, their numbers increased to more than one hundred sixty by 2014. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify sentence fragments | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A sentence fragment is a group of words that does not express a complete thought.
+Rehearsing daily because we have a concert in two weeks.
+This fragment is missing a subject. It doesn't tell who is rehearsing.
+The band I'm in.
+This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
+Because we have a concert in two weeks.
+This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | Solution: This is not a sentence fragment. It is a complete sentence because it expresses a complete thought.
+Although fewer than twenty-five California condors remained in the wild in 1982, their numbers increased to more than one hundred sixty by 2014."
+"Question: Compare the motion of two geese. Which goose was moving at a lower speed? | Choices: [a goose that moved 215miles in 5hours, a goose that moved 375miles in 5hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each goose moved and the time it took to move that distance.
+One goose moved 215 miles in 5 hours.
+The other goose moved 375 miles in 5 hours.
+Notice that each goose spent the same amount of time moving. The goose that moved 215 miles moved a shorter distance in that time. So, that goose must have moved at a lower speed."
+"Question: Which is the softest? | Choices: [ceramic plate, nylon track suit, asphalt road] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Soft is a property. A soft material changes shape when pressed or squeezed.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the nylon track suit is the softest. If you squeeze nylon, it will change shape."
+"Question: What do these two changes have in common?
+making jam
+photosynthesis | Choices: [Both are chemical changes., Both are caused by cooling., Both are only physical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Making jam is a chemical change. It involves mixing fruit, sugar, and a substance called pectin.
+When these ingredients are mixed and cooked, the chemical bonds in their molecules are broken. The atoms then link together to form different molecules that make up the jam.
+Photosynthesis is a chemical change. Plants make sugar using carbon dioxide, water, and energy from sunlight.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+The reaction that makes jam is caused by heating. But photosynthesis is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which word would you find on a dictionary page with the following guide words?
+illustrate - irrigation | Choices: [income, ignorant] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since income is between the guide words illustrate - irrigation, it would be found on that page."
+"Question: What is the mass of a dinner fork? | Choices: [80 kilograms, 80 grams] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of a dinner fork is 80 grams.
+80 kilograms is too heavy. | Hint: Select the better estimate."
+"Question: Which word is not like the others? | Choices: [dinner, breakfast, lunch, drink] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: vocabulary | Skill: Which word is not like the others? | Lecture: Some words are alike. They go together in a group.
+Red, blue, and green go together. They are colors.
+Mom, dad, grandma, and grandpa go together. They are people in a family. | Solution: Lunch, breakfast, and dinner go together. They are meals. Drink is not a meal, so it is not like the other words."
+"Question: Which closing is correct for a letter? | Choices: [See You Soon,
+Tammy, See you soon,
+Tammy] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: How long is a basketball court? | Choices: [26 feet, 26 miles, 26 yards, 26 inches] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Choose customary units of distance, mass, and volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a basketball court is 26 yards.
+26 inches and 26 feet are too short. 26 miles is too long. | Hint: Select the best estimate."
+"Question: Which figure of speech is used in this text?
+Braden and Leah have trouble working on projects together. Although Leah is very sociable and friendly, she's not exactly a team player. | Choices: [paradox, euphemism] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Not exactly a team player is an indirect way of saying that someone doesn't work well with others."
+"Question: Which letter opening is more formal? | Choices: [Dear Ben,, Dear Mr. Baldwin,] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first letter opening is more formal. It uses the recipient's personal title and last name. The other opening uses the recipient's first name, suggesting a more familiar relationship."
+"Question: Which sentence is more formal? | Choices: [Dr. Atkinson and her team took horses and went to a place that had no modern medical services., Dr. Atkinson and her team traveled by horseback to a remote village that had no modern medical services.] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The second sentence is less formal. You can tell because it uses overly simple or imprecise language (took, went).
+The first sentence uses more precise language, so it is more formal overall."
+"Question: Select the liquid. | Choices: [hair clip, arrowhead, screwdriver, rain puddle] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Identify solids, liquids, and gases | Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
+Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
+When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
+Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
+When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
+Many gases are invisible. Air is a gas. | Solution: A hair clip is a solid. A solid has a size and shape of its own. You can use a hair clip to keep your hair out of your face because the hair clip keeps its shape.
+An arrowhead is a solid. A solid has a size and shape of its own. An arrowhead is made of rock.
+A screwdriver is a solid. A solid has a size and shape of its own. This screwdriver has a metal blade and a plastic handle. Both metal and plastic are solids.
+A rain puddle is a liquid. A liquid takes the shape of any container it is in. If you collect rainwater in a bucket, the rainwater will take the shape of the bucket. But the rainwater will still take up the same amount of space."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Ashley,, dear Ashley,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Ashley is capitalized because it is a proper noun."
+"Question: Which word would you find on a dictionary page with the following guide words?
+all - aunt | Choices: [age, animal] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since animal is between the guide words all - aunt, it would be found on that page."
+"Question: Which is a run-on sentence? | Choices: [The explorers nervously entered the dark cave., Haru is from Japan I am from China.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Haru is from Japan I am from China is a run-on sentence. It has two sentences that are joined without end punctuation: Haru is from Japan and I am from China."
+"Question: Complete the sentence so that it uses personification.
+The full moon () down at me from the clear midnight sky. | Choices: [shone, gazed] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word gazed. It describes the moon as if it were a person looking back at me."
+"Question: Would you find the word chant on a dictionary page with the following guide words?
+cannot - consist | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since chant is between the guide words cannot - consist, it would be found on that page."
+"Question: What is the volume of a bowl of soup? | Choices: [340 liters, 340 milliliters] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a bowl of soup is 340 milliliters.
+340 liters is too much. | Hint: Select the better estimate."
+"Question: What kind of sentence is this?
+Do you know Bryan from soccer camp, or do you have another connection with him? | Choices: [exclamatory, declarative, interrogative] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: Which logical fallacy is used in the text?
+I won't even bother to respond to Omar's comment on my op-ed. His profile picture is a duck wearing a top hat—he's clearly incapable of thoughtful debate. | Choices: [bandwagon fallacy: the assumption that the popular choice is automatically correct, circular reasoning: an argument that supports a claim with the claim itself, ad hominem: an attack against the person making the argument, rather than the argument itself] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Omar's comment should not be taken seriously because he has a silly profile picture. This is a personal attack that isn't relevant to whether his comment is valid. This illustrates a type of logical fallacy known as ad hominem."
+"Question: Which word would you find on a dictionary page with the following guide words?
+marriage - moment | Choices: [mint, museum] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since mint is between the guide words marriage - moment, it would be found on that page."
+"Question: Complete the statement.
+Ozone is (). | Choices: [an elementary substance, a compound] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
+A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
+Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
+The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one atomic symbol.
+The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
+For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple atomic symbols.
+The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | Solution: You can tell whether ozone is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for ozone, O3, contains one atomic symbol: O for oxygen. So, the formula tells you that ozone is composed of only one chemical element.
+Since ozone is composed of only one chemical element, ozone is an elementary substance. | Hint: Ozone gas in the atmosphere protects living things on Earth from some of the Sun's harmful rays. The chemical formula for ozone is O3."
+"Question: What do these two changes have in common?
+cooking an egg
+rust forming on a metal gate | Choices: [Both are chemical changes., Both are only physical changes., Both are caused by heating., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Cooking an egg is a chemical change. The heat causes the matter in the egg to change. Cooked egg and raw egg are different types of matter.
+Rust forming on a metal gate is a chemical change. As the gate rusts, the metal turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Cooking is caused by heating. But rust forming on a metal gate is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Select the one substance that is not a rock. | Choices: [Diorite is formed in nature. It is a solid., Quartzite is formed in nature. It is a solid., Ceramic is made in a factory. It is a solid.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify rocks using properties | Lecture: Rocks are made of minerals. Here are some properties of rocks:
+They are solid.
+They are formed in nature.
+They are not made by living things.
+They are not pure substances. | Solution: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.
+Diorite is a rock.
+Ceramic is made in a factory. But all rocks are formed in nature.
+So, ceramic is not a rock.
+Quartzite is a rock."
+"Question: Which is a compound sentence? | Choices: [Helen paints in her studio at night, and she paints outside under the oak tree during the day., Before the race, the athletes enjoyed a healthy breakfast of oatmeal, fruit, and tea.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction and.
+Helen paints in her studio at night, and she paints outside under the oak tree during the day."
+"Question: How long does it take to do the laundry? | Choices: [2 hours, 2 seconds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to do the laundry is 2 hours.
+2 seconds is too fast. | Hint: Select the better estimate."
+"Question: Which correctly shows the title of a newspaper? | Choices: [***Las Vegas Sun***, ""Las Vegas Sun""] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A newspaper should be in italics.
+The correct title is **Las Vegas Sun**."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Aunt Carly,, Dear aunt carly,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Aunt Carly is capitalized because it is a proper noun."
+"Question: Which closing is correct for a letter? | Choices: [Your Friend,
+Maddie, Your friend,
+Maddie] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Based on this information, what is this bitter melon plant's phenotype for the seed color trait? | Choices: [light brown seeds, dd] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. The bitter melon plant's observable version of the seed color trait is light brown seeds. So, the plant's phenotype for the seed color trait is light brown seeds. | Hint: In a group of bitter melon plants, some individuals have dark brown seeds and others have light brown seeds. In this group, the gene for the seed color trait has two alleles. The allele D is for dark brown seeds, and the allele d is for light brown seeds.
+A certain bitter melon plant from this group has light brown seeds. This plant has two alleles for light brown seeds."
+"Question: Complete the statement.
+Silver chloride is (). | Choices: [an elementary substance, a compound] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
+A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
+Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
+The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one atomic symbol.
+The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
+For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple atomic symbols.
+The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | Solution: You can tell whether silver chloride is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for silver chloride, AgCl, contains two atomic symbols: Ag for silver and Cl for chlorine. So, the formula tells you that silver chloride is composed of two chemical elements bonded together.
+Since silver chloride is composed of multiple chemical elements bonded together, silver chloride is a compound. | Hint: Silver chloride is used to create the yellow parts of stained glass. The chemical formula for silver chloride is AgCl."
+"Question: Based on this information, what is Beauty's phenotype for the coat color trait? | Choices: [ll, a red coat] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Beauty's observable version of the coat color trait is a red coat. So, Beauty's phenotype for the coat color trait is a red coat. | Hint: In a group of cows, some individuals have a black coat and others have a red coat. In this group, the gene for the coat color trait has two alleles. The allele L is for a black coat, and the allele l is for a red coat.
+Beauty, a cow from this group, has a red coat. Beauty has two alleles for a red coat."
+"Question: Complete the sentence.
+Ice melting in a glass is a (). | Choices: [physical change, chemical change] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two ways matter can change.
+In a chemical change, the type of matter changes.
+Burning a piece of paper is a chemical change. The paper changes into ash and smoke.
+In a physical change, the type of matter stays the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+Ice melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. | Solution: Ice melting in a glass is a change of state. So, it is a physical change. The solid ice becomes liquid, but it is still made of water. A different type of matter is not made."
+"Question: Answer the riddle.
+I live on a farm.
+I am fluffy.
+I will grow up to be a sheep.
+What am I? | Choices: [a lamb, a hen] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: vocabulary | Skill: What am I? | Lecture: nan | Solution: A lamb lives on a farm.
+A lamb is fluffy.
+A lamb will grow up to be a sheep."
+"Question: Is there a sentence fragment?
+Enterovirus D68 was first discovered in 1962. It mainly affects children. | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify sentence fragments | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A sentence fragment is a group of words that does not express a complete thought.
+Rehearsing daily because we have a concert in two weeks.
+This fragment is missing a subject. It doesn't tell who is rehearsing.
+The band I'm in.
+This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
+Because we have a concert in two weeks.
+This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | Solution: There is not a sentence fragment. These are complete sentences because they express complete thoughts.
+Enterovirus D68 was first discovered in 1962. It mainly affects children."
+"Question: Which logical fallacy is used in the text?
+Don't try to tell me that you only watch educational programming, Kathleen! I know for a fact that your sister only watches reality television. | Choices: [circular reasoning: an argument that supports a claim with the claim itself, guilt by association: a negative association intended to discredit someone or something] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Kathleen must watch reality television, because her sister watches reality television. However, even though Kathleen's sister watches reality television, that doesn't necessarily mean that Kathleen does, too. This illustrates a type of logical fallacy known as guilt by association."
+"Question: Which is a complex sentence? | Choices: [Although I would rather visit Italy, I'm excited about going to Panama this summer., Despite their large size, grizzly bears can run at speeds of up to thirty miles per hour.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction although.
+Although I would rather visit Italy, I'm excited about going to Panama this summer."
+"Question: Select the one substance that is not a rock. | Choices: [A nutshell is made by a living thing. It is formed in nature., Dolerite is not a pure substance. It is formed in nature., Andesite is not a pure substance. It is not made by living things.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify rocks using properties | Lecture: Rocks are made of minerals. Here are some properties of rocks:
+They are solid.
+They are formed in nature.
+They are not made by living things.
+They are not pure substances. | Solution: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.
+A nutshell is made by a living thing. But rocks are not made by living things.
+So, a nutshell is not a rock.
+Andesite is a rock.
+Dolerite is a rock."
+"Question: Which type of sentence is this?
+Annual plants survive only one season and must be replaced each year, but perennials return each year with new flowers and foliage. | Choices: [complex, simple, compound-complex, compound] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction but.
+Annual plants survive only one season and must be replaced each year, but perennials return each year with new flowers and foliage."
+"Question: Which object has the most thermal energy? | Choices: [a 100-gram mug of cocoa at a temperature of 119°F, a 100-gram mug of cocoa at a temperature of 126°F, a 100-gram mug of cocoa at a temperature of 107°F] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three mugs of cocoa have the same mass but different temperatures. Since the 126°F mug of cocoa is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Ancient China was ruled by dynasties. A dynasty is a line of rulers from the same family, which i often called the royal family. Starting in 1046 BCE, rulers from the Zhou (pronounced JO) dynasty claimed to have something called the Mandate of Heaven. A mandate is the authority to act in a certain way. What did it mean to have the Mandate of Heaven? | Choices: [Heaven made the ruler rich., Heaven gave the ruler the authority to rule., Heaven required the ruler to pray every day., Heaven allowed the ruler to act however he wanted.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: world-history | Skill: Early Chinese thought | Lecture: nan | Solution: When a person has a mandate, it means that he or she is allowed to act in a certain way. In ancient China, the Mandate of Heaven meant that a ruler had special authority to rule, and that authority came from heaven.
+The Mandate of Heaven gave a ruler permission to act in a certain way, so the ruler was not allowed to act however he wanted. The Mandate of Heaven did not force the ruler to pray or make the ruler rich.
+What did ""heaven"" mean in ancient China?
+People in ancient China did not think heaven was a place where people went after they died. Instead, heaven was a general force, like the universe or cosmos."
+"Question: What information supports the conclusion that Preston acquired this trait? | Choices: [Preston's friend showed him how to ride a bicycle., Preston rides his bicycle to school., Preston and his mother both ride bicycles.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Preston can ride a bicycle."
+"Question: What information supports the conclusion that Wanda inherited this trait? | Choices: [Wanda's father has brown eyes. He passed this trait down to Wanda., Wanda's hair is the same color as her brown eyes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Wanda has brown eyes."
+"Question: Which logical fallacy is used in the text?
+According to the commercial, four out of five people surveyed said that they use Twinkle Bright toothpaste, so it must be the best. | Choices: [red herring: the use of a completely unrelated topic or idea, bandwagon fallacy: the assumption that the popular choice is automatically correct] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Twinkle Bright is the best, because many people use it. However, even though lots of people use Twinkle Bright, that doesn't necessarily mean that it's the best. This illustrates a type of logical fallacy known as the bandwagon fallacy."
+"Question: Which text uses the word can in its traditional sense? | Choices: [As they observed the animals on the open grassland, the wildlife photographer said to Alec, ""Did you know that cheetahs can run as fast as seventy-five miles per hour?"", As they observed the cheetahs on the open grassland, the wildlife photographer said to Alec, ""You can borrow my camera if you want.""] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses can in its traditional sense: to have the ability to.
+As they observed the animals on the open grassland, the wildlife photographer said to Alec, ""Did you know that cheetahs can run as fast as seventy-five miles per hour?""
+The first text uses can in its nontraditional sense: to have permission to.
+As they observed the cheetahs on the open grassland, the wildlife photographer said to Alec, ""You can borrow my camera if you want.""
+Most style guides recommend to use the traditional sense of the word can because it is considered more standard."
+"Question: Would you find the word platform on a dictionary page with the following guide words?
+pea - pinto | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since platform is not between the guide words pea - pinto, it would not be found on that page."
+"Question: Compare the motion of two geese. Which goose was moving at a higher speed? | Choices: [a goose that moved 430kilometers in 10hours, a goose that moved 440kilometers in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each goose moved and the time it took to move that distance.
+One goose moved 440 kilometers in 10 hours.
+The other goose moved 430 kilometers in 10 hours.
+Notice that each goose spent the same amount of time moving. The goose that moved 440 kilometers moved a farther distance in that time. So, that goose must have moved at a higher speed."
+"Question: Complete the sentence.
+Cooking a pancake is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two ways matter can change.
+In a chemical change, the type of matter changes.
+Burning a piece of paper is a chemical change. The paper changes into ash and smoke.
+In a physical change, the type of matter stays the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+Ice melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. | Solution: Cooking a pancake is a chemical change. Pancakes are made from pancake batter. A cooked pancake is a different type of matter than pancake batter. Pancake batter is wet and slippery. Cooked pancakes are fluffy and can be good to eat!"
+"Question: Select the animal that has a backbone. | Choices: [ladybug, tree boa] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A tree boa is a reptile. Like other reptiles, a tree boa has a backbone.
+A ladybug is an insect. Like other insects, a ladybug does not have a backbone. It has a hard outer cover. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones."
+"Question: Which sentence states a fact? | Choices: [The First World War was waged for no good reason., The First World War began in 1914 and ended in 1918.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
+The flag of the United States has 13 stripes.
+This is a fact. It can be proved by looking at the flag and counting the number of stripes.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+The flag of the United States is easy to draw.
+This is an opinion. People may have different opinions about what makes a flag ""easy"" to draw. | Solution: The first sentence states a fact.
+The First World War began in 1914 and ended in 1918.
+It can be proved by reading a book about the First World War.
+The second sentence states an opinion.
+The First World War was waged for no good reason.
+Good shows what a person believes, thinks, or feels. Another person might have a different opinion about whether or not reasons are good."
+"Question: Suppose Cole decides to eat the cupcakes. Which result would be a cost? | Choices: [Cole will give up the chance to eat the crackers. The crackers would have been healthier than the cupcakes., Cole will get to eat the cupcakes. Cole thinks cupcakes will taste better than crackers would have.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Cole wants or needs:
+Cole will give up the chance to eat the crackers. The crackers would have been healthier than the cupcakes. | Hint: Cole is deciding whether to eat crackers or cupcakes for an afternoon snack. He would like to eat something tasty, but he is also trying to be healthier."
+"Question: Complete the sentence so that it uses personification.
+The weathered shed in the backyard was (). | Choices: [broken beyond repair, slumped over in defeat] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the phrase slumped over in defeat. It describes the shed as if it were a tired, worn-down person."
+"Question: Based on this information, what is Raymond's phenotype for the Huntington's disease trait? | Choices: [not having Huntington's disease, having Huntington's disease] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Raymond's genotype for the Huntington's disease gene is HH. Raymond's genotype of HH has only H allelles. The H allele is for having Huntington's disease. So, Raymond's phenotype for the Huntington's disease trait must be having Huntington's disease.
+To check this answer, consider whether Raymond's alleles are dominant or recessive. The allele for having Huntington's disease (H) is dominant over the allele for not having Huntington's disease (h). This means H is a dominant allele, and h is a recessive allele.
+Raymond's genotype of HH has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Raymond's phenotype for the Huntington's disease trait must be having Huntington's disease. | Hint: This passage describes the Huntington's disease trait in humans:
+
+In a group of humans, some individuals have Huntington's disease and others do not. In this group, the gene for the Huntington's disease trait has two alleles. The allele for having Huntington's disease (H) is dominant over the allele for not having Huntington's disease (h).
+Raymond is a human from this group. Raymond has the homozygous genotype HH for the Huntington's disease gene."
+"Question: Which phrase has a more negative connotation? | Choices: [a warm room, a stuffy room] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: A stuffy room has a more negative connotation. A stuffy room is often warm, but in an uncomfortable way."
+"Question: Which greeting is correct for a letter? | Choices: [dear Debbie,, Dear Debbie,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Debbie is capitalized because it is a proper noun."
+"Question: Select the deep sea ecosystem. | Choices: [This ecosystem has:
+land that is covered with water during most of the year
+soil that is rich in nutrients
+other water ecosystems nearby, This ecosystem has:
+water at the bottom of the ocean
+no sunlight
+animals that crawl or stick to the ground] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify ecosystems | Lecture: An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
+the pattern of weather, or climate
+the type of soil or water
+the organisms that live there | Solution: A deep sea is a type of ecosystem. It has water at the bottom of the ocean, no sunlight, and animals that crawl or stick to the ground.
+Choice 1 is a deep sea ecosystem. It is at the bottom of the ocean. It is so far underwater that no sunlight can reach it.
+Choice 2 is a wetland ecosystem. It is covered with water for most of the year. Wetlands also have soil that is rich in nutrients. | Hint: Hint: Deep sea ecosystems are dark and far from the surface of the water."
+"Question: Does this passage describe the weather or the climate?
+It is hailing at the playground right now. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+It is hailing at the playground right now.
+This passage tells you about the precipitation at the playground right now. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Select the animal. | Choices: [Cherry trees can grow white or pink flowers., Tortoises eat plants.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: A tortoise is an animal. It eats plants.
+A tortoise's shell protects it from predators.
+A cherry tree is a plant. It can grow white or pink flowers.
+Many types of cherry trees come from Japan. Some of these trees have flowers, but no cherries!"
+"Question: Which word would you find on a dictionary page with the following guide words?
+candy - course | Choices: [clock, creature] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since clock is between the guide words candy - course, it would be found on that page."
+"Question: Which logical fallacy is used in the text?
+Right after Vince moved into the apartment, our washing machine broke. He'd better tell us how he broke it. | Choices: [false causation: the assumption that because two things happened together, one caused the other, false dichotomy: an argument that presents only two choices when more options exist] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Vince is responsible for the broken washing machine. However, the fact that the machine stopped working soon after Vince moved in doesn't necessarily mean that he caused the machine to break. This illustrates a type of logical fallacy known as false causation."
+"Question: Using only these supplies, which question can Richard investigate with an experiment? | Choices: [Do watercolor paintings dry faster when placed next to a fan?, Do watercolor paintings dry faster when they are placed inside or outside?, Does a large watercolor painting or a small watercolor painting dry faster?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Richard is painting watercolor pictures with his friend. An hour after they have finished, Richard notices one painting is dry but the other is not. He wonders what factors affect how quickly watercolor paintings dry. So, he decides to design an experiment. He has the following supplies available:
+two freshly painted watercolor pictures of the same size
+his dining room table
+a picnic table in his backyard
+a heater"
+"Question: Using only these supplies, which question can Jon investigate with an experiment? | Choices: [Does a small cloth towel or a large cloth towel dry faster when hung in the backyard?, When hung in the laundry room, do black cloth towels or white cloth towels dry more quickly?, Do cloth towels dry faster if they are hung in the laundry room or in the backyard?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: After Jon cleans up a spill, he hangs a wet cloth towel in the laundry room. Two hours later, he notices that the towel has partially dried. He wonders what factors affect how cloth dries. So, he decides to design an experiment. He has the following supplies available:
+two identical white cloth towels
+water
+a clothesline in the laundry room
+a clothesline in the backyard"
+"Question: Select the temperature shown by this thermometer. | Choices: [15°C, 35°C, 20°C] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Read a thermometer | Lecture: A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is °.
+Some thermometers measure temperature in degrees Celsius (°C). Celsius is one scale used to measure temperature.
+This is a tube thermometer. It has a tube filled with a red liquid.
+There is a Celsius scale along the right side of the tube. The top of the red liquid lines up with the number 30 on the scale. So, the temperature shown by this thermometer is 30°C. | Solution: Find the top of the red liquid.
+Now look at the scale to the right. The top of the red liquid lines up with 35. So, the temperature is 35°C."
+"Question: Which greeting is correct for a letter? | Choices: [Dear mr. Copeland,, Dear Mr. Copeland,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Mr. Copeland is capitalized because it is a proper noun."
+"Question: Complete the sentences.
+The Fifth Amendment talks about the rights of people who are accused of crimes. It says that anyone accused of a crime has the right to () It also says that a person cannot be put on trial for the same crime more than once. | Choices: [move to another country, remain silent, lie to a judge] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: civics | Skill: The Bill of Rights | Lecture: nan | Solution: The Fifth Amendment says that a person cannot be put on trial for the same crime more than once. It also says that anyone accused of a crime has the right to remain silent. The right to remain silent is important when someone is accused of a crime. A person does not have to answer questions from the police. In fact, the police need to tell a person about the Fifth Amendment before questioning him or her. A person also does not have to speak at his or her own trial. Even if a person does speak, he or she can plead the Fifth to avoid answering any question. Part of the text of the Fifth Amendment is below. It does not use the words ""right to remain silent."" Where do you think that phrase comes from? Nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself."
+"Question: Suppose Mabel decides to take a trip to South Dakota. Which result would be a cost? | Choices: [Mabel will save some money. Plane tickets for Mabel to get to South Dakota are less expensive than tickets to Oklahoma., Mabel will give up the chance to go to Oklahoma. She would have enjoyed a trip to Oklahoma more than South Dakota.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Mabel wants or needs:
+Mabel will give up the chance to go to Oklahoma. She would have enjoyed a trip to Oklahoma more than South Dakota. | Hint: Mabel is deciding whether to take a trip to Oklahoma or South Dakota. She wants to enjoy her trip. But she is also trying to save money."
+"Question: Which word would you find on a dictionary page with the following guide words?
+always - ask | Choices: [awe, anchor] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since anchor is between the guide words always - ask, it would be found on that page."
+"Question: Using only these supplies, which question can Michelle investigate with an experiment? | Choices: [Does milk chocolate or dark chocolate melt faster when heated on the stove?, Does dark chocolate or white chocolate melt faster when heated on the stove?, Does milk chocolate melt faster when heated in a microwave or on a stove?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Michelle leaves some chocolates in her jacket pocket. When she finds the chocolates later, she notices that some of them have melted. She wonders what factors affect how quickly chocolate melts. So, she decides to design an experiment. She has the following supplies available:
+one bar of milk chocolate
+one bar of dark chocolate
+a stove
+a pot"
+"Question: Which tense does the sentence use?
+I will move the boxes myself. | Choices: [future tense, past tense, present tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, move. The verb tells you about something that is going to happen."
+"Question: Based on this information, what is this snail's phenotype for the shell banding trait? | Choices: [a banded shell, an unbanded shell] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: The Cepaea snail's genotype for the shell banding gene is bb. The Cepaea snail's genotype of bb has only b alleles. The b allele is for an unbanded shell. So, the Cepaea snail's phenotype for the shell banding trait must be an unbanded shell.
+To check this answer, consider whether the Cepaea snail's alleles are dominant or recessive. The allele for a banded shell (B) is dominant over the allele for an unbanded shell (b). This means B is a dominant allele, and b is a recessive allele.
+The Cepaea snail's genotype of bb has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the Cepaea snail's phenotype for the shell banding trait must be an unbanded shell. | Hint: This passage describes the shell banding trait in Cepaea snails:
+
+In a group of Cepaea snails, some individuals have a banded shell and others have an unbanded shell. In this group, the gene for the shell banding trait has two alleles. The allele for a banded shell (B) is dominant over the allele for an unbanded shell (b).
+A certain Cepaea snail from this group has the homozygous genotype bb for the shell banding gene."
+"Question: Which figure of speech is used in this text?
+I wandered lonely as a cloud
+That floats on high o'er vales and hills,
+When all at once I saw a crowd,
+A host, of golden daffodils . . . —William Wordsworth, ""I Wandered Lonely as a Cloud"" | Choices: [anaphora, assonance] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses assonance, the repetition of a vowel sound in a series of nearby words.
+The words lonely, floats, o'er, host, and golden share a vowel sound."
+"Question: What is the temperature of a cup of hot coffee? | Choices: [150°C, 150°F] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Estimate temperatures | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
+212°F | Water boils | 100°C
+98.6°F | Body temperature | 37°C
+68°F | Room temperature | 20°C
+32°F | Water freezes | 0°C
+ | Solution: The better estimate for the temperature of a cup of hot coffee is 150°F.
+150°C is too hot. | Hint: Select the better estimate."
+"Question: Which correctly shows the title of a book? | Choices: [***Charlie and the Chocolate Factory***, ""Charlie and the Chocolate Factory""] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, or article should be in quotation marks.
+""You Are My Sunshine"" | Solution: A book should be in italics.
+The correct title is **Charlie and the Chocolate Factory**."
+"Question: Compare the motion of two sailboats. Which sailboat was moving at a higher speed? | Choices: [a sailboat that moved 75kilometers in 5hours, a sailboat that moved 90kilometers in 5hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each sailboat moved and the time it took to move that distance.
+One sailboat moved 90 kilometers in 5 hours.
+The other sailboat moved 75 kilometers in 5 hours.
+Notice that each sailboat spent the same amount of time moving. The sailboat that moved 90 kilometers moved a farther distance in that time. So, that sailboat must have moved at a higher speed."
+"Question: Which is a compound sentence? | Choices: [Bison once roamed freely across the Great Plains of the United States., Our dog Buster had rolled around in the mud, so we gave him a bath.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.
+Our dog Buster had rolled around in the mud, so we gave him a bath."
+"Question: Which figure of speech is used in this text?
+When Jeanette first joined the track team, she was afraid of jumping, but she got over that hurdle. | Choices: [verbal irony, pun] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses a pun, a word or phrase that humorously suggests more than one meaning.
+Hurdle refers to an obstacle that one must overcome. It also refers to an object that a runner jumps over."
+"Question: Select the animal that has a backbone. | Choices: [painted stork, earthworm] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A painted stork is a bird. Like other birds, a painted stork has a backbone.
+An earthworm is a worm. Like other worms, an earthworm does not have a backbone. It has a soft body. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones."
+"Question: What do these two changes have in common?
+chicken cooking in an oven
+melting glass | Choices: [Both are caused by cooling., Both are only physical changes., Both are caused by heating., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Cooking chicken is a chemical change. The heat causes the matter in the chicken to change. Cooked chicken and raw chicken are different types of matter.
+Melting glass is a change of state. So, it is a physical change. The glass changes from solid to liquid. But a different type of matter is not formed.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Melting glass is a physical change. But cooking chicken is not.
+Both are chemical changes.
+Cooking chicken is a chemical change. But melting glass is not.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Would you find the word sweat on a dictionary page with the following guide words?
+shell - sick | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since sweat is not between the guide words shell - sick, it would not be found on that page."
+"Question: Does this passage describe the weather or the climate?
+Many tropical rain forests get about 15 feet of rain each year. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Many tropical rain forests get about 15 feet of rain each year.
+This passage tells you about the usual precipitation in a tropical rain forest. It does not describe what the weather is like on a particular day. So, this passage describes the climate. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Based on this information, what is Stuart's genotype for the body size gene? | Choices: [BB, a normal-sized body] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Stuart has two alleles for a normal-sized body (B). So, Stuart's genotype for the body size gene is BB. | Hint: In a group of rats, some individuals have a normal-sized body and others have a dwarf body. In this group, the gene for the body size trait has two alleles. The allele B is for a normal-sized body, and the allele b is for a dwarf body.
+Stuart, a rat from this group, has a normal-sized body. Stuart has two alleles for a normal-sized body."
+"Question: Answer the riddle.
+I am small.
+I have six legs.
+I may be red or black.
+What am I? | Choices: [a fish, an ant] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: vocabulary | Skill: What am I? | Lecture: nan | Solution: An ant is small.
+An ant has six legs.
+An ant may be red or black."
+"Question: Which kind of place has more restaurants? | Choices: [a rural area, an urban area] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: geography | Skill: Compare urban, suburban, and rural areas | Lecture: People around the world live in three main kinds of places: urban areas, suburban areas, and rural areas.
+An urban area is a city. It has many people and businesses. The buildings are close to each other. The buildings are often tall and have many floors. Since there are so many people, traffic is usually bad. People will walk or take the bus, train, or subway to avoid traffic.
+A suburban area, or suburb, is near a city. It is quieter and less crowded than an urban area. People usually live in houses with yards. Most people drive to get places.
+A rural area is less crowded than both urban and suburban areas. Houses are much more spread out. People usually have to drive to get places. People in rural areas often live on farms or ranches.
+Some places, like small towns, don't really fit into any of the types. A small town does not have as many people as an urban area, but it has more people than a rural area. It is not near a city, so it is not called a suburb. | Solution: Urban areas have more restaurants. There are more people and businesses in urban areas than in rural areas."
+"Question: Which of the following is an example of technologies? | Choices: [a laptop computer, a hurricane that damages homes] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: world-history | Skill: Science and technology in early China | Lecture: nan | Solution: nan | Hint: People in early China invented many new types of technologies. Today, the word ""technology"" often refers to electronic objects such as computers and cell phones. But technology can be any device or object that helps people solve problems or complete tasks more easily."
+"Question: Which change better matches the sentence?
+An area gets less rain than usual over many years. | Choices: [flood, drought] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: earth-science | Skill: Classify changes to Earth's surface | Lecture: nan | Solution: nan"
+"Question: According to Newton's third law, what other force must be happening? | Choices: [The gas pedal is pulling on Devon's foot., The gas pedal is pushing on Devon's foot.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Predict forces using Newton's third law | Lecture: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
+For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Solution: Devon's foot is pushing on the gas pedal. So, Newton's third law tells you that the gas pedal is pushing on Devon's foot. | Hint: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
+Consider the following force:
+Devon's foot is pushing on her car's gas pedal."
+"Question: Which word would you find on a dictionary page with the following guide words?
+aft - article | Choices: [aid, associate] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since aid is between the guide words aft - article, it would be found on that page."
+"Question: Complete the statement.
+Boron nitride is (). | Choices: [an elementary substance, a compound] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
+A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
+Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
+The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one atomic symbol.
+The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
+For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple atomic symbols.
+The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | Solution: You can tell whether boron nitride is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for boron nitride, BN, contains two atomic symbols: B for boron and N for nitrogen. So, the formula tells you that boron nitride is composed of two chemical elements bonded together.
+Since boron nitride is composed of multiple chemical elements bonded together, boron nitride is a compound. | Hint: Boron nitride is about as hard as diamond, one of the hardest substances on Earth. The chemical formula for boron nitride is BN."
+"Question: Which figure of speech is used in this text?
+The old wooden rocking chair that Ling brought home from the rummage sale was as comfortable as a bed of nails. | Choices: [alliteration, verbal irony] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+As comfortable as a bed of nails shows verbal irony because sitting on nails would not be comfortable."
+"Question: Which statement describes the ladybug's motion? | Choices: [The ladybug has a constant velocity., The ladybug is accelerating.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Identify whether objects are accelerating | Lecture: An object's velocity describes its speed and its direction.
+An object has a constant velocity when neither its speed nor its direction is changing. So, an object has a constant velocity when the object is:
+moving in a straight line at a constant speed, or
+remaining motionless.
+If an object does not have a constant velocity, the object is accelerating. An object is accelerating when either its speed or its direction is changing. So, an object is accelerating when the object is:
+speeding up,
+slowing down, or
+changing direction. | Solution: The ladybug is moving in a straight line at a constant speed. So, the ladybug has a constant velocity. | Hint: A ladybug is walking straight across a flat leaf at a steady pace."
+"Question: Does the sentence use a simile or a metaphor?
+My dog, Dusty, is the security guard for our front yard mailbox. | Choices: [metaphor, simile] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: My dog, Dusty, is the security guard for our front yard mailbox.
+The words Dusty and security guard are compared without the word like or as. So, the sentence uses a metaphor."
+"Question: Which logical fallacy is used in the text?
+Elizabeth claims that the Kensington Ferrets' new quarterback is better than their old one. I think Elizabeth is being unfair: the Ferrets' old quarterback wasn't a terrible player. | Choices: [straw man: a misrepresentation of an opponent's position that makes it easier to argue against, bandwagon fallacy: the assumption that the popular choice is automatically correct, appeal to nature: the assumption that natural things are always good] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Elizabeth thinks the Ferrets' old quarterback was a terrible player. But this misrepresents Elizabeth's argument. Elizabeth only claims that the Ferrets' new quarterback is better. This argument doesn't necessarily imply that the old quarterback was a bad player. This illustrates a type of logical fallacy known as a straw man."
+"Question: What does the metaphor in this text suggest?
+Candice felt a roller coaster of emotions when she heard the news. | Choices: [Candice had varied feelings., Candice found the news scary.] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town. | Solution: The text uses a metaphor, comparing two things that are not actually alike without using like or as.
+The metaphor Candice felt a roller coaster of emotions suggests that Candice had varied feelings. A roller coaster has a dramatic mix of ups and downs, and so do Candice's feelings."
+"Question: Last year, there were seven men's clothing stores on Main Street in Castroville. This year, there are only three. What probably happened to the overall supply of men's shirts in Castroville? | Choices: [The supply probably went up., The supply probably went down.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down."
+"Question: Which figure of speech is used in this text?
+Meg's phone slipped out of her pocket, landing in the toilet with a plop. | Choices: [idiom, onomatopoeia] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses onomatopoeia, a word that expresses a sound.
+Plop represents the sound of the phone landing in the toilet."
+"Question: What information supports the conclusion that Becky inherited this trait? | Choices: [Becky's parents were born with wavy hair. They passed down this trait to Becky., Becky and her mother both have short hair.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Becky has wavy hair."
+"Question: What do these two changes have in common?
+shaking up salad dressing
+mixing sand and gravel | Choices: [Both are chemical changes., Both are only physical changes., Both are caused by heating., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Shaking up salad dressing is a physical change. The different parts mix together, but they are still made of the same type of matter.
+Mixing sand and gravel is a physical change. Together, the sand and gravel make a mixture. But making this mixture does not form a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Select the living thing. | Choices: [computer, windmill, yo-yo, green frog] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
+All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
+All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A computer is not a living thing.
+A computer does not have all the traits of a living thing. It does many useful things, and even responds to the world around it. But it does not grow. It does not need food or water.
+A green frog is a living thing.
+Green frogs grow and respond to their environment. They need food and water. Green frogs are made up of many cells.
+A windmill is not a living thing.
+A windmill does not have all the traits of a living thing. It moves in the wind, but it does not grow. It does not need food or water.
+A yo-yo is not a living thing.
+Yo-yos do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water."
+"Question: Which tense does the sentence use?
+We eat yogurt and fruit for breakfast. | Choices: [past tense, present tense, future tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, eat. The verb tells you about something that is true or happening now."
+"Question: What is the source of the allusion in the sentence below?
+Mr. Copeland has a reputation as a Scrooge, so our club has stopped asking him for donations. | Choices: [the Bible, literature] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Scrooge is literature.
+The novella A Christmas Carol, by Charles Dickens, tells the story of the penny-pinching and bitter Ebenezer Scrooge, who values money more than people.
+The allusion Scrooge means a person who isn't generous."
+"Question: Is the following trait inherited or acquired?
+Frank is good at cooking. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to cook. Instead, many people learn how to cook. So, cooking is an acquired trait. | Hint: Hint: Cooking well takes practice."
+"Question: Which word is not like the others? | Choices: [year, home, week, day] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: vocabulary | Skill: Which word is not like the others? | Lecture: Some words are alike. They go together in a group.
+Red, blue, and green go together. They are colors.
+Mom, dad, grandma, and grandpa go together. They are people in a family. | Solution: Week, year, and day go together. They are time words. Home is not a time word, so it is not like the other words."
+"Question: Which greeting is correct for a letter? | Choices: [Dear aunt Bella,, Dear Aunt Bella,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Aunt Bella is capitalized because it is a proper noun."
+"Question: Select the mixture. | Choices: [cookie dough, silver] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Identify mixtures | Lecture: A pure substance is made of only one type of matter.
+A mixture is made of two or more types of matter mixed together. | Solution: nan"
+"Question: Which figure of speech is used in this text?
+Carrie, I've told you a million times: you need to dry the dishes before you put them away. | Choices: [hyperbole, oxymoron] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+A million times is an exaggeration, since it is unlikely that Carrie has actually been told this a million times."
+"Question: What is the source of the allusion in the sentence below?
+Wyatt spoke at the city council meeting, claiming the new recycling regulations were draconian. | Choices: [a fable, Greek history] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion draconian is Greek history.
+Draco, a government official in seventh-century Athens, Greece, wrote a code of laws that called for severe punishments for even minor offenses.
+The allusion draconian means harsh."
+"Question: Last year, there were seven men's clothing stores on Main Street in Lowell. This year, there are only three. What probably happened to the overall supply of men's shirts in Lowell? | Choices: [The supply probably went down., The supply probably went up.] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down."
+"Question: What is the temperature of a hot day in the desert? | Choices: [46°C, 46°F] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Estimate temperatures | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
+212°F | Water boils | 100°C
+98.6°F | Body temperature | 37°C
+68°F | Room temperature | 20°C
+32°F | Water freezes | 0°C
+ | Solution: The better estimate for the temperature of a hot day in the desert is 46°C.
+46°F is too cold. | Hint: Select the better estimate."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Nancy,, Dear nancy,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Nancy is capitalized because it is a proper noun."
+"Question: Which closing is correct for a letter? | Choices: [Many Thanks,
+Joy, Many thanks,
+Joy] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Complete the sentence.
+Theodore Roosevelt is best known as () from the early 1900s. | Choices: [an inventor, a president, a pilot, an artist] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: us-history | Skill: Theodore Roosevelt | Lecture: nan | Solution: Theodore Roosevelt was president of the United States in the early 1900 s. He was president for nearly eight years."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [After scouring the classified ads for days, Greg finally found a used car that fit his budget. The sedan had Bluetooth, but it needed to be fixed., After scouring the classified ads for days, Greg finally found a used car that fit his budget. The sedan needed to be fixed, but it had Bluetooth.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun it could refer to the sedan or Bluetooth.
+After scouring the classified ads for days, Greg finally found a used car that fit his budget. The sedan had Bluetooth, but it needed to be fixed.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+After scouring the classified ads for days, Greg finally found a used car that fit his budget. The sedan needed to be fixed, but it had Bluetooth."
+"Question: What information supports the conclusion that Mandy inherited this trait? | Choices: [Mandy and her father both have dark hair., Mandy's parents have dark skin. They passed down this trait to Mandy.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Mandy has dark skin."
+"Question: According to Newton's third law, what other force must be happening? | Choices: [The suitcase is pushing on Logan., The suitcase is pulling on Logan.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Predict forces using Newton's third law | Lecture: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
+For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Solution: Logan is pulling on the suitcase. So, Newton's third law tells you that the suitcase is pulling on Logan. | Hint: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
+Consider the following force:
+Logan is pulling on a full suitcase."
+"Question: Which object has the least thermal energy? | Choices: [a 250-gram mug of cider at a temperature of 31°C, a 250-gram mug of cider at a temperature of 29°C, a 250-gram mug of cider at a temperature of 53°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: All three mugs of cider have the same mass but different temperatures. Since the 29°C mug of cider is the coldest, it has the least thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: What does the simile in this text suggest?
+Sofia rubbed coconut oil on her hands, which were like the parched earth during a drought. | Choices: [Sofia's hands were dry and cracked., Sofia was baking something.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night. | Solution: The text includes a simile, using like or as to compare two things that are not actually alike.
+The simile like the parched earth during a drought suggests that Sofia's hands were dry and cracked. A drought is a period without rain; the ground during a drought can become hard and cracked."
+"Question: What is the source of the allusion in the sentence below?
+Riley warned her youngest son not to cry wolf while wrestling with his older brother. | Choices: [U.S. history, a fable] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion cry wolf is a fable.
+In the fable ""The Boy Who Cried Wolf,"" a shepherd boy repeatedly tricks people in his village by falsely claiming that a wolf is coming to eat his flock. When a wolf actually comes and the boy cries for help, nobody believes him or comes to his aid.
+The allusion cry wolf means to raise a false alarm."
+"Question: Complete the sentence.
+The Ninth Amendment says that the American people () have rights other than the ones listed in the Constitution. | Choices: [do not, do] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: civics | Skill: The Bill of Rights | Lecture: nan | Solution: The Ninth Amendment says that people do have rights other than the ones listed in the Constitution. Even if the Constitution doesn't list a right, the right might still exist. The Bill of Rights lists some rights. But it is not meant to be a complete list of all rights. The full text of the Ninth Amendment is below. The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people."
+"Question: What do these two changes have in common?
+rust forming on a metal gate
+a piece of pear turning brown | Choices: [Both are caused by heating., Both are only physical changes., Both are chemical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Rust forming on a metal gate is a chemical change. As the gate rusts, the metal turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.
+A piece of a pear turning brown is a chemical change. The substances in the pear react with oxygen in the air and turn into a different type of matter.
+If you scrape off the brown part of the pear, the inside will still be white. The inside hasn't touched the air. So the chemical change hasn't happened to that part of the pear.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Would you find the word told on a dictionary page with the following guide words?
+three - tramp | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since told is between the guide words three - tramp, it would be found on that page."
+"Question: Based on this information, what is Ellen's genotype for the Thomsen disease gene? | Choices: [having Thomsen disease, MM] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Ellen has two alleles for having Thomsen disease (M). So, Ellen's genotype for the Thomsen disease gene is MM. | Hint: This passage describes the Thomsen disease trait in humans:
+
+In a group of humans, some individuals have Thomsen disease and others do not. In this group, the gene for the Thomsen disease trait has two alleles. The allele M is for having Thomsen disease, and the allele m is for not having Thomsen disease.
+Ellen, a human from this group, has Thomsen disease. Ellen has two alleles for having Thomsen disease."
+"Question: Based on this information, what is Panini's phenotype for the fur type trait? | Choices: [straight fur, curly fur] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: You need to determine Panini's phenotype for the fur type trait. First, consider the alleles in Panini's genotype for the fur type gene. Then, decide whether these alleles are dominant or recessive.
+The allele for straight fur (F) is dominant over the allele for curly fur (f). This means F is a dominant allele, and f is a recessive allele.
+Panini's genotype of Ff has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Panini's phenotype for the fur type trait must be straight fur. | Hint: In a group of cats, some individuals have straight fur and others have curly fur. In this group, the gene for the fur type trait has two alleles. The allele for straight fur (F) is dominant over the allele for curly fur (f).
+Panini is a cat from this group. Panini has the heterozygous genotype Ff for the fur type gene."
+"Question: Select the elementary substance. | Choices: [hydrogen peroxide (H2O2), beryllium (Be), fluoromethane (CH3F)] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Identify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for beryllium contains one symbol: Be. So, beryllium is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, beryllium is an elementary substance. The chemical formula for hydrogen peroxide contains two symbols: H for hydrogen and O for oxygen. So, hydrogen peroxide is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, hydrogen peroxide is a compound, not an elementary substance. The chemical formula for fluoromethane contains three symbols: C for carbon, H for hydrogen, and F for fluorine. So, fluoromethane is made of three chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, fluoromethane is a compound, not an elementary substance."
+"Question: What does the personification in this text suggest?
+The lighthouse horn moaned, and the sound traveled through the thick fog, reaching the sailors who were enveloped in the grayness. | Choices: [The horn made a long, low sound., The lighthouse was old and needed repairs.] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind. | Solution: The text uses personification, giving human characteristics to nonhuman things.
+Moaned suggests that the horn made a long, low sound. A moan is a long, low sound that a person makes."
+"Question: Which object has less thermal energy? | Choices: [a 5-kilogram block of steel at a temperature of 155°C, a 5-kilogram block of steel at a temperature of 175°C] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: The two blocks of steel have the same mass but different temperatures. Since the 155°C block is colder than the 175°C block, it has less thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which word would you find on a dictionary page with the following guide words?
+obtain - order | Choices: [ounce, once] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since once is between the guide words obtain - order, it would be found on that page."
+"Question: Complete the statement.
+Iodine is (). | Choices: [a compound, an elementary substance] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
+A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
+Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
+The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one atomic symbol.
+The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
+For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple atomic symbols.
+The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | Solution: You can tell whether iodine is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for iodine, I2, contains one atomic symbol: I. So, the formula tells you that iodine is composed of only one chemical element.
+Since iodine is composed of only one chemical element, iodine is an elementary substance. | Hint: Iodine is found in some types of disinfectants. The chemical formula for iodine is I2."
+"Question: What does the allusion in this text suggest?
+When Mariana claimed she had loaded the dishwasher before turning on Dancing with the Stars, her mother replied, ""Your nose is growing!"" | Choices: [Mariana was goofy., Mariana was lying.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+The allusion nose is growing suggests that Mariana was lying. In the story of Pinocchio, when Pinocchio lies, his nose grows longer."
+"Question: Which is a compound sentence? | Choices: [Whales live in the water, but they breathe air., The skier flew down the mountain at top speed.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.
+Whales live in the water, but they breathe air."
+"Question: Which is a simple sentence? | Choices: [The detour took us across the bridge and along the one-lane road by the river., You can use your gift certificate for one big purchase, or you can buy a few smaller items.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the simple sentence. It is a single independent clause.
+The detour took us across the bridge and along the one-lane road by the river."
+"Question: Which is a compound sentence? | Choices: [That musician is sick today, so Jeremiah will fill in on guitar., My stepsister decorated her folder with glitter.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.
+That musician is sick today, so Jeremiah will fill in on guitar."
+"Question: What information supports the conclusion that Rosanne inherited this trait? | Choices: [Rosanne and her father both have dark hair., Rosanne's parents have dark skin. They passed down this trait to Rosanne.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Rosanne has dark skin."
+"Question: Compare the motion of two sailboats. Which sailboat was moving at a higher speed? | Choices: [a sailboat that moved 170kilometers in 10hours, a sailboat that moved 100kilometers in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each sailboat moved and the time it took to move that distance.
+One sailboat moved 170 kilometers in 10 hours.
+The other sailboat moved 100 kilometers in 10 hours.
+Notice that each sailboat spent the same amount of time moving. The sailboat that moved 170 kilometers moved a farther distance in that time. So, that sailboat must have moved at a higher speed."
+"Question: Complete the sentence so that it uses personification.
+The car engine () as Mr. Harding tried to start it in the freezing cold. | Choices: [failed, coughed] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word coughed. It describes the engine as if it were a person who is sick."
+"Question: Which phrase has a more negative connotation? | Choices: [complain about something, talk about something] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: Complain about something has a more negative connotation. If you complain about something, you talk about it in a whiny way."
+"Question: Select the animal that has a backbone. | Choices: [castor bean tick, American crocodile] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A castor bean tick is an insect. Like other insects, a castor bean tick does not have a backbone. It has a hard outer cover.
+An American crocodile is a reptile. Like other reptiles, an American crocodile has a backbone. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones."
+"Question: Would you find the word admiral on a dictionary page with the following guide words?
+absorb - art | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since admiral is between the guide words absorb - art, it would be found on that page."
+"Question: Compare the motion of three sailboats. Which sailboat was moving at the lowest speed? | Choices: [a sailboat that moved 50kilometers north in 5hours, a sailboat that moved 70kilometers west in 5hours, a sailboat that moved 25kilometers east in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each sailboat moved and the time it took to move that distance. The direction each sailboat moved does not affect its speed.
+Notice that each sailboat moved for 5 hours. The sailboat that moved 25 kilometers moved the shortest distance in that time. So, that sailboat must have moved at the lowest speed."
+"Question: Assume all other forces on Jennifer are balanced. Which statement describes the forces on Jennifer? | Choices: [The forces are unbalanced, so there is a net force on Jennifer., The forces are balanced, so there is no net force on Jennifer.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Balanced and unbalanced forces | Lecture: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
+When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
+When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | Solution: To determine if there is a net force on Jennifer, look at the forces:
+Earth's gravity is pulling Jennifer down with a force of 600 N.
+The seat of the cart is pushing Jennifer up with a force of 1,200 N.
+The forces are in opposite directions, and the forces have different magnitudes: 600 N and 1,200 N. This means that the forces are unbalanced, so there is a net force on Jennifer. | Hint: Jennifer is sitting on a roller coaster cart as it reaches the bottom of a big loop. Earth's gravity is pulling down on Jennifer with a force of 600N. The seat of the cart is pushing up on Jennifer with a force of 1,200N."
+"Question: Which figure of speech is used in this text?
+I've heard that Bridgette & Co. is downsizing, so I'm happy to see that their store in downtown Greenville will remain open for now. | Choices: [euphemism, hyperbole] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+Downsizing is an indirect way of saying that the company is planning on firing employees, closing shops or branches, and/or reducing its budget."
+"Question: How long is a guitar? | Choices: [31 inches, 31 feet] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?
+The number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.
+There are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.
+There are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. | Solution: The better estimate for the length of a guitar is 31 inches.
+31 feet is too long. | Hint: Select the better estimate."
+"Question: Select the one true statement. | Choices: [The cell membrane of a plant cell uses sunlight to make sugar., Plant cells can have mitochondria but do not have vacuoles., Chromosomes are inside the nucleus of a plant cell.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Compare cells and cell parts | Lecture: nan | Solution: nan"
+"Question: Based on this information, what is this tomato plant's genotype for the fruit texture gene? | Choices: [Ff, smooth fruit] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. The tomato plant has one allele for smooth fruit (F) and one allele for fuzzy fruit (f). So, the plant's genotype for the fruit texture gene is Ff. | Hint: In a group of tomato plants, some individuals have smooth fruit and others have fuzzy fruit. In this group, the gene for the fruit texture trait has two alleles. The allele F is for smooth fruit, and the allele f is for fuzzy fruit.
+A certain tomato plant from this group has smooth fruit. This plant has one allele for smooth fruit and one allele for fuzzy fruit."
+"Question: Select the animal that does not have a backbone. | Choices: [clownfish, monarch butterfly] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A monarch butterfly is an insect. Like other insects, a monarch butterfly does not have a backbone. It has a hard outer cover.
+A clownfish is a fish. Like other fish, a clownfish has a backbone. | Hint: Hint: Insects, spiders, and worms do not have backbones."
+"Question: Compare the motion of two blue whales. Which blue whale was moving at a lower speed? | Choices: [a blue whale that moved 75miles in 10hours, a blue whale that moved 100miles in 10hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Solution: Look at the distance each blue whale moved and the time it took to move that distance.
+One blue whale moved 75 miles in 10 hours.
+The other blue whale moved 100 miles in 10 hours.
+Notice that each blue whale spent the same amount of time moving. The blue whale that moved 75 miles moved a shorter distance in that time. So, that blue whale must have moved at a lower speed."
+"Question: Complete the statement.
+Krypton is (). | Choices: [an elementary substance, a compound] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: You can tell whether krypton is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for krypton is Kr. This formula contains one symbol: Kr. So, the formula tells you that krypton is made of one chemical element.
+Substances made of only one chemical element are elementary substances. So, krypton is an elementary substance. | Hint: Krypton is one of the rarest gases found in Earth's atmosphere. The chemical formula for krypton is Kr."
+"Question: Which sentence states a fact? | Choices: [Hawaii is too far from the other states., The state of Hawaii is located in the Pacific Ocean.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
+The flag of the United States has 13 stripes.
+This is a fact. It can be proved by looking at the flag and counting the number of stripes.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+The flag of the United States is easy to draw.
+This is an opinion. People may have different opinions about what makes a flag ""easy"" to draw. | Solution: The second sentence states a fact.
+The state of Hawaii is located in the Pacific Ocean.
+It can be proved by finding Hawaii on a world map.
+The first sentence states an opinion.
+Hawaii is too far from the other states.
+Too far shows what a person believes, thinks, or feels. Another person might have a different opinion about how far is too far."
+"Question: Which word would you find on a dictionary page with the following guide words?
+advertise - alike | Choices: [afford, approach] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since afford is between the guide words advertise - alike, it would be found on that page."
+"Question: Which sentence states a fact? | Choices: [Summers in the United States are too hot., In North America, summer starts in late June.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
+The flag of the United States has 13 stripes.
+This is a fact. It can be proved by looking at the flag and counting the number of stripes.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+The flag of the United States is easy to draw.
+This is an opinion. People may have different opinions about what makes a flag ""easy"" to draw. | Solution: The second sentence states a fact.
+In North America, summer starts in late June.
+It can be proved by checking a calendar.
+The first sentence states an opinion.
+Summers in the United States are too hot.
+Too hot shows what a person believes, thinks, or feels. Another person might have a different opinion about how hot is too hot."
+"Question: Which figure of speech is used in this text?
+We don't need to decrease the cost of the product; we need to increase the quality of the product. | Choices: [euphemism, antithesis] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses antithesis, the contrasting of opposing ideas within a parallel grammatical structure.
+The sentence contrasts two things related to a product, decrease the cost and increase the quality."
+"Question: Which is the stickiest? | Choices: [jam, cardboard, nylon shorts] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
+For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Solution: Sticky is a property. A sticky material easily attaches to other things.
+Look at each picture, one at a time. Imagine touching the material shown in each picture.
+Of the choices, the jam is the stickiest. If you touch jam, it will stick to you."
+"Question: Which phrase has a more negative connotation? | Choices: [use water, waste water] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: vocabulary | Skill: Positive and negative connotation | Lecture: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
+For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
+Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
+Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Solution: Waste water has a more negative connotation. If you waste water, you use it in a bad way."
+"Question: Based on this information, what is Nutmeg's phenotype for the fur color trait? | Choices: [ff, light fur] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Nutmeg's observable version of the fur color trait is light fur. So, Nutmeg's phenotype for the fur color trait is light fur. | Hint: In a group of rock pocket mice, some individuals have dark fur and others have light fur. In this group, the gene for the fur color trait has two alleles. The allele F is for dark fur, and the allele f is for light fur.
+Nutmeg, a rock pocket mouse from this group, has light fur. Nutmeg has two alleles for light fur."
+"Question: Which logical fallacy is used in the text?
+We cannot have shorter prison sentences, even for low-level criminals. It would only be a matter of time before all prison sentences were reduced and violent offenders were roaming the streets! | Choices: [ad hominem: an attack against the person making the argument, rather than the argument itself, bandwagon fallacy: the assumption that the popular choice is automatically correct, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that going easy on low-level criminals will lead to going easy on violent criminals, too. However, there is no reason why easing penalties for low-level criminals must necessarily lead to changes to penalties for violent criminals. This illustrates a type of logical fallacy known as the slippery slope fallacy."
+"Question: Complete the sentence.
+A () can grow into a new plant. | Choices: [petal, leaf, seed] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Describe and construct flowering plant life cycles | Lecture: Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?
+First, the male part of the flower makes pollen, and the female part makes eggs. Animals, wind, or water can move pollen. Pollination is what happens when pollen is moved to the female part of the flower.
+After pollination, sperm from the pollen can combine with the eggs. This is called fertilization. The fertilized eggs grow into seeds. The fruit grows around the seeds. Later, a seed can fall out of the fruit. It can germinate, or start to grow into a new plant. | Solution: A seed can germinate and grow into a new plant.
+Plants can grow leaves and petals. But leaves and petals cannot grow into a new plant."
+"Question: Which organ works in groups to move the body's bones? | Choices: [heart, stomach, brain, muscles] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Human organs and their functions | Lecture: nan | Solution: nan"
+"Question: Which word would you find on a dictionary page with the following guide words?
+bicycle - butterfly | Choices: [bee, bruise] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since bruise is between the guide words bicycle - butterfly, it would be found on that page."
+"Question: Which object has less thermal energy? | Choices: [a 10-kilogram block of iron at a temperature of 225°F, a 10-kilogram block of iron at a temperature of 210°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: The two blocks of iron have the same mass but different temperatures. Since the 210°F block is colder than the 225°F block, it has less thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Select the description that doesn't belong. | Choices: [slowly, poorly, swiftly, quickly] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: vocabulary | Skill: Select the words that don't belong | Lecture: nan | Solution: Poorly doesn't belong.
+Swiftly, slowly, and quickly all describe the speed at which something happens."
+"Question: Which figure of speech is used in this text?
+Michael returned to the parking lot to find his car somewhat destroyed. Apparently someone had crashed into it while he was working and had broken the entire front windshield. | Choices: [hyperbole, oxymoron] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Somewhat destroyed is a contradiction, because somewhat means partially or moderately, and destroyed implies totally wrecked."
+"Question: Which tense does the sentence use?
+I tell Katy my opinions about her music. | Choices: [present tense, past tense, future tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, tell. The verb tells you about something that is true or happening now."
+"Question: Select the invertebrate. | Choices: [robin, echidna, western rattlesnake, dung beetle] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A western rattlesnake is a reptile. Like other reptiles, a western rattlesnake is a vertebrate. It has a backbone.
+A dung beetle is an insect. Like other insects, a dung beetle is an invertebrate. It does not have a backbone. It has an exoskeleton.
+An echidna is a mammal. Like other mammals, an echidna is a vertebrate. It has a backbone.
+A robin is a bird. Like other birds, a robin is a vertebrate. It has a backbone. | Hint: Hint: Insects, spiders, and worms are invertebrates."
+"Question: Based on this information, what is Tim's genotype for the Thomsen disease gene? | Choices: [Mm, having Thomsen disease] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Tim has one allele for having Thomsen disease (M) and one allele for not having Thomsen disease (m). So, Tim's genotype for the Thomsen disease gene is Mm. | Hint: This passage describes the Thomsen disease trait in humans:
+
+In a group of humans, some individuals have Thomsen disease and others do not. In this group, the gene for the Thomsen disease trait has two alleles. The allele M is for having Thomsen disease, and the allele m is for not having Thomsen disease.
+Tim, a human from this group, has Thomsen disease. Tim has one allele for having Thomsen disease and one allele for not having Thomsen disease."
+"Question: What do these two changes have in common?
+carving a piece of wood
+butter melting on a hot day | Choices: [Both are chemical changes., Both are only physical changes., Both are caused by heating., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Carving a piece of wood is a physical change. The wood changes shape, but it is still made of the same type of matter.
+Butter melting on a hot day is a change of state. So, it is a physical change. The butter changes from solid to liquid, but it is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Butter melting on a hot day is caused by heating. But carving a piece of wood is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Select the reptile. | Choices: [domestic pig, tortoise, leafy seadragon, American toad] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Reptiles have scaly, waterproof skin. Most reptiles live on land. | Solution: A leafy seadragon is a fish. It lives underwater. It has fins, not limbs.
+A seadragon's body looks like a clump of seaweed. This helps the seadragon hide from its predators.
+An American toad is an amphibian. It has moist skin and begins its life in water.
+Toads do not have teeth! They swallow their food whole.
+A domestic pig is a mammal. It has hair and feeds its young milk.
+Pigs are omnivores. This means that they can eat both plants and animals.
+A tortoise is a reptile. It has scaly, waterproof skin.
+A tortoise's shell protects it from predators. When a tortoise feels threatened, it can pull its head and legs inside its shell."
+"Question: Would you find the word income on a dictionary page with the following guide words?
+iodine - its | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since income is not between the guide words iodine - its, it would not be found on that page."
+"Question: Which logical fallacy is used in the text?
+Janelle has no school spirit—she never comes to any of our football games. | Choices: [circular reasoning: an argument that supports a claim with the claim itself, false dichotomy: an argument that presents only two choices when more options exist] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Janelle doesn't have school spirit, because she doesn't go to football games. However, there may be a number of reasons why Janelle doesn't go to football games. This illustrates a type of logical fallacy known as a false dichotomy."
+"Question: Select the plant. | Choices: [Ladybugs walk and fly., Watercress has small green leaves.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: Watercress is a plant. It has small green leaves.
+Watercress can grow in water or in the ground.
+A ladybug is an animal. It walks and flies.
+Some ladybugs have spots. Other types of ladybugs have stripes!"
+"Question: Complete the sentence so that it uses personification.
+The washing machine () when Fernando ran an oversized load of laundry. | Choices: [complained, broke] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word complained. It describes the washing machine as if it were a grumpy, overworked person."
+"Question: Which type of sentence is this?
+As Luca sat down on the rickety old chair, it abruptly collapsed beneath him. | Choices: [simple, compound-complex, compound, complex] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.
+As Luca sat down on the rickety old chair, it abruptly collapsed beneath him."
+"Question: Which object has the least thermal energy? | Choices: [a fish tank at a temperature of 17°C, a fish tank at a temperature of 19°C, a fish tank at a temperature of 23°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: All three fish tanks have the same mass but different temperatures. Since the 17°C fish tank is the coldest, it has the least thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Is the following trait inherited or acquired?
+Karen has two arms and two legs. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Most humans are born with two arms and two legs. So, having two arms and two legs is an inherited trait. | Hint: Hint: Karen was born with two arms and two legs."
+"Question: What information supports the conclusion that Ariana inherited this trait? | Choices: [Ariana's parents have red hair. They passed down this trait to Ariana., Ariana and her mother both wear their hair in braids.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Ariana has red hair."
+"Question: Which correctly shows the title of a book? | Choices: [""Rain, Shine, or Snow"", ***Rain, Shine, or Snow***] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, or article should be in quotation marks.
+""You Are My Sunshine"" | Solution: A book should be in italics.
+The correct title is **Rain, Shine, or Snow**."
+"Question: Last year, 50,000 people lived in the city of Newport. But since then, 8,000 people have moved away. What probably happened to the overall supply of houses for sale in Newport? | Choices: [The supply probably went down., The supply probably went up.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: The population of Newport fell by 8,000 people. Many of the people who have left are probably trying to sell their houses. Since more people are trying to sell their houses, the number of suppliers of houses for sale in Newport has gone up. So, the supply of houses for sale probably went up, too."
+"Question: What kind of sentence is this?
+What made Isabelle so upset? | Choices: [exclamatory, interrogative] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: Which body part protects the body's soft parts? | Choices: [skeleton, muscles, heart] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Body parts and their functions | Lecture: nan | Solution: nan"
+"Question: What is the volume of a water balloon? | Choices: [500 liters, 500 milliliters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a water balloon is 500 milliliters.
+500 liters is too much. | Hint: Select the better estimate."
+"Question: What do these two changes have in common?
+picking up a paper clip with a magnet
+breaking a ceramic plate | Choices: [Both are caused by heating., Both are chemical changes., Both are only physical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Picking up a paper clip with a magnet is a physical change. The paper clip sticks to the magnet, but it is still made of the same type of matter.
+Breaking a ceramic plate is a physical change. The plate gets broken into pieces. But each piece is still made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Select the plant. | Choices: [Papyrus has a long thin stem., Wombats eat plants.] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify plants and animals | Lecture: Plants and animals are living things. Living things are called organisms.
+Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
+Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | Solution: Papyrus is a plant. It has a long thin stem with green leaves on top.
+You can make paper out of the stems of papyrus plants!
+A wombat is an animal. It eats plants.
+Wombats have strong claws. They use their claws to dig tunnels called burrows."
+"Question: Which is a complex sentence? | Choices: [The package includes some old letters from my grandma to my dad and a broken pocket watch., Air will leak out of the tire until you find the hole and repair it.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction until.
+Air will leak out of the tire until you find the hole and repair it."
+"Question: Which word would you find on a dictionary page with the following guide words?
+distinct - dreadful | Choices: [dare, donkey] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since donkey is between the guide words distinct - dreadful, it would be found on that page."
+"Question: Complete the sentence.
+Dew appearing on grass in the morning is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
+Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Solution: Dew appearing on grass in the morning is a change of state. So, it is a physical change. Water vapor in the air touches the cool grass and becomes liquid.
+The water vapor changes state to become dew, but it is still made of water. A different type of matter is not formed."
+"Question: Which tense does the sentence use?
+Cows eat the grass on the hill. | Choices: [future tense, present tense, past tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, eat. The verb tells you about something that is true or happening now."
+"Question: Which logical fallacy is used in the text?
+Don't try to tell me that you only watch educational programming, Akira! I know for a fact that your sister only watches reality television. | Choices: [guilt by association: a negative association intended to discredit someone or something, false dichotomy: an argument that presents only two choices when more options exist] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Akira must watch reality television, because her sister watches reality television. However, even though Akira's sister watches reality television, that doesn't necessarily mean that Akira does, too. This illustrates a type of logical fallacy known as guilt by association."
+"Question: Which correctly shows the title of a short story? | Choices: [""The Ant and the Grasshopper"", The Ant and the Grasshopper] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A short story should be in quotation marks.
+The correct title is ""The Ant and the Grasshopper."""
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Mrs. Chandler told her friend to exercise on a regular basis and get more sleep in order to have more energy throughout the day., Mrs. Chandler told her friend that she needs to exercise on a regular basis and get more sleep in order to have more energy throughout the day.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun she could refer to Mrs. Chandler or her friend.
+Mrs. Chandler told her friend that she needs to exercise on a regular basis and get more sleep in order to have more energy throughout the day.
+The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Mrs. Chandler told her friend to exercise on a regular basis and get more sleep in order to have more energy throughout the day."
+"Question: What is the volume of a water balloon? | Choices: [465 milliliters, 465 liters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a water balloon is 465 milliliters.
+465 liters is too much. | Hint: Select the better estimate."
+"Question: Complete the sentences.
+Bill Gates is a business leader. He became famous for (). | Choices: [playing sports, making movies, running for president, working with computers] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: us-history | Skill: Bill Gates | Lecture: nan | Solution: Bill Gates is most famous for working with computers. He first became interested in computers when he was 13 years old.
+What were computers like when Bill Gates was 13?
+Bill Gates was 13 in 1969. Back then, computers were much larger and more expensive than they are today. A computer could take up a whole room!
+Most schools did not have enough money for one of these big computers. But Bill Gates's school had a machine called a Teletype. The Teletype connected to a computer located far away. Bill Gates had to use the Teletype to send messages to the computer."
+"Question: Would you find the word trap on a dictionary page with the following guide words?
+tear - turn | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since trap is between the guide words tear - turn, it would be found on that page."
+"Question: Complete the statement. Assume that the sled's mass did not change.
+The gravitational potential energy stored between the sled and Earth () as Cara rode down the hill. | Choices: [decreased, stayed the same, increased] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the sled and the center of Earth changed.
+The bottom of the hill was lower than the point where Cara started sledding. As Cara rode toward the bottom of the hill, the distance between the sled and the center of Earth decreased. So, the gravitational potential energy stored between the sled and Earth decreased as Cara rode down the hill. | Hint: Read the text about an object in motion.
+On a snowy day, Cara rode her sled down a big hill."
+"Question: Which sentence states a fact? | Choices: [The modern trumpet is an instrument made of brass., Music from a trumpet sounds more pleasant than music from a flute.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The second sentence states a fact.
+The modern trumpet is an instrument made of brass.
+It can be proved by reading a book about music instruments.
+The first sentence states an opinion.
+Music from a trumpet sounds more pleasant than music from a flute.
+More pleasant shows what a person believes, thinks, or feels. Another person might have a different opinion about what sounds pleasant."
+"Question: Select the amphibian. | Choices: [wombat, barn owl, helmeted iguana, African bullfrog] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Amphibians have moist skin and begin their lives in water. | Solution: An African bullfrog is an amphibian. It has moist skin and begins its life in water.
+Frogs live near water or in damp places. Most frogs lay their eggs in water.
+A wombat is a mammal. It has fur and feeds its young milk.
+Wombats have strong claws on their front feet. They use their claws to dig underground holes called burrows.
+A barn owl is a bird. It has feathers, two wings, and a beak.
+Barn owls live on every continent except Antarctica.
+A helmeted iguana is a reptile. It has scaly, waterproof skin.
+Iguanas are a type of lizard. Iguanas eat plants and fruit."
+"Question: Would you find the word compass on a dictionary page with the following guide words?
+cabin - crate | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since compass is between the guide words cabin - crate, it would be found on that page."
+"Question: What is the mass of an elephant? | Choices: [2 ounces, 2 tons, 2 pounds] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of an elephant is 2 tons.
+2 ounces and 2 pounds are both too light. | Hint: Select the best estimate."
+"Question: Which tense does the sentence use?
+Victor folded the wool blanket on his bed. | Choices: [future tense, present tense, past tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in past tense. You can tell because it uses a past-tense verb, folded. The verb ends in -ed and tells you about something that has already happened."
+"Question: Which bucket of water has a higher temperature? | Choices: [the bucket of water with less thermal energy, the bucket of water with more thermal energy] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two buckets of water are made of the same material and have the same mass. So, the bucket of water with more thermal energy has a higher temperature. | Hint: Two 10-kilogram buckets of water are identical except for their thermal energies."
+"Question: Which sentence uses a metaphor? | Choices: [The children ran by like a stampede of horses., The running children are a stampede of horses.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: This sentence uses a metaphor:
+The running children are a stampede of horses.
+The words children and stampede are compared without the word like or as.
+This sentence uses a simile:
+The children ran by like a stampede of horses.
+The words children and stampede are compared using the word like."
+"Question: Which logical fallacy is used in the text?
+Since Fairfax College receives more applications for admission than Newton University, Fairfax College is evidently a better school. | Choices: [ad hominem: an attack against the person making the argument, rather than the argument itself, bandwagon fallacy: the assumption that the popular choice is automatically correct, slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Fairfax College is better than Newton University because Fairfax College receives more applications. However, the popularity of a school does not necessarily indicate its quality. This illustrates a type of logical fallacy known as the bandwagon fallacy."
+"Question: Would you find the word clam on a dictionary page with the following guide words?
+calves - comb | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since clam is between the guide words calves - comb, it would be found on that page."
+"Question: Which tense does the sentence use?
+Mom will pitch the ball to Vijay. | Choices: [past tense, future tense, present tense] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, pitch. The verb tells you about something that is going to happen."
+"Question: Select the solid. | Choices: [pencil, rain puddle, helium, wet paint] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Identify solids, liquids, and gases | Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
+Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
+When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
+Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
+When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
+Many gases are invisible. Air is a gas. | Solution: Helium is a gas. A gas expands to fill a space. Helium is lighter than air. So, if you fill a balloon with helium, the balloon will rise. If helium leaks out of the balloon, the helium will expand into the space around the balloon.
+A pencil is a solid. You can break a pencil into pieces. But each piece will still have a size and shape of its own.
+Wet paint is a liquid. A liquid takes the shape of any container it is in. If you pour wet paint out of a can, the paint will change shape. But the wet paint will still take up the same amount of space.
+A rain puddle is a liquid. A liquid takes the shape of any container it is in. If you collect rainwater in a bucket, the rainwater will take the shape of the bucket. But the rainwater will still take up the same amount of space."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Mrs. Goodman told her friend that she needs to exercise on a regular basis and get more sleep in order to have more energy throughout the day., Mrs. Goodman told her friend to exercise on a regular basis and get more sleep in order to have more energy throughout the day.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun she could refer to Mrs. Goodman or her friend.
+Mrs. Goodman told her friend that she needs to exercise on a regular basis and get more sleep in order to have more energy throughout the day.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Mrs. Goodman told her friend to exercise on a regular basis and get more sleep in order to have more energy throughout the day."
+"Question: Suppose Brianna decides to join the Theater Club. Which result would be a cost? | Choices: [Brianna will save some time. She would have spent more time in the Photography Club than in the Theater Club., Brianna will give up the chance to be in the Photography Club. She would have had more fun in the Photography Club than in the Theater Club.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Brianna wants or needs:
+Brianna will give up the chance to be in the Photography Club. She would have had more fun in the Photography Club than in the Theater Club. | Hint: Brianna is deciding whether to join the Photography Club or the Theater Club at school. She wants the club she joins to be fun. But she doesn't want it to take up too much time."
+"Question: What information supports the conclusion that Jordan acquired this trait? | Choices: [Jordan's neighbor taught him how to repair a kite., Jordan likes to fly a kite with his younger brother., Jordan's friend taught him how to fly a kite.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Jordan knows how to fly a kite."
+"Question: Which object has less thermal energy? | Choices: [an 800-gram rock at a temperature of 270°F, an 800-gram rock at a temperature of 250°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: The two rocks have the same mass but different temperatures. Since the 250°F rock is colder than the 270°F rock, it has less thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Select the animal that has a backbone. | Choices: [tree frog, orb weaver] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A tree frog is an amphibian. Like other amphibians, a tree frog has a backbone.
+Like other spiders, an orb weaver does not have a backbone. It has a hard outer cover. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones."
+"Question: Which sentence states a fact? | Choices: [A shark's skeleton is made of cartilage, not bone., Sharks are the most savage hunters in all of nature.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: writing-strategies | Skill: Distinguish facts from opinions | Lecture: A fact is something that can be proved to be true.
+The month of July has more days than the month of June.
+This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+July is a better month than June for camping.
+This is an opinion. People may have different opinions about which month is ""better"" for camping. | Solution: The second sentence states a fact.
+A shark's skeleton is made of cartilage, not bone.
+It can be proved by reading a book about sharks.
+The first sentence states an opinion.
+Sharks are the most savage hunters in all of nature.
+Most savage shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes an animal savage."
+"Question: Select the one animal that has all of the amphibian traits listed above. | Choices: [Painted storks wade in shallow water to look for food. Storks use their beaks to eat fish, insects, worms, and small animals. They have feathers and two wings. Painted storks lay eggs with shells in nests along the water., Adult tiger salamanders have moist, smooth skin with stripes. They live in burrows underground, but they begin their lives in water. Young tiger salamanders hatch from eggs with no shells underwater.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Amphibians have the following traits:
+They spend part of their lives in water and part on land.
+They have moist skin.
+They make eggs with no shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A tiger salamander has the following traits:
+It spends part of its life in water and part on land.
+It has moist skin.
+It makes eggs with no shells.
+A tiger salamander has the traits of an amphibian. A tiger salamander is an amphibian.
+A painted stork has the following traits:
+It has feathers.
+It has wings.
+It has a beak.
+It makes eggs with shells.
+A painted stork does not have all of the traits of an amphibian. A painted stork is a bird. | Hint: Amphibians are a group of animals with similar traits. The following traits can be used to identify amphibians:
+They spend part of their lives in water and part on land.
+They have moist skin.
+They make eggs with no shells. Observe the animals and read the descriptions."
+"Question: What is the source of the allusion in the sentence below?
+When I learned the details of Gwen's Faustian bargain, I was in disbelief. | Choices: [Roman mythology, literature] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Faustian bargain is literature.
+In a play by Christopher Marlowe based on the legend of Faust, a man strikes a deal with the devil. Disregarding the long-term consequences of his actions, he sells his soul in exchange for power.
+The allusion Faustian bargain means a compromise of one's values for personal gain."
+"Question: Based on this information, what is Babel's phenotype for the body feather color trait? | Choices: [green body feathers, blue body feathers] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: Babel's genotype for the body feather color gene is BB. Babel's genotype of BB has only B allelles. The B allele is for green body feathers. So, Babel's phenotype for the body feather color trait must be green body feathers.
+To check this answer, consider whether Babel's alleles are dominant or recessive. The allele for green body feathers (B) is dominant over the allele for blue body feathers (b). This means B is a dominant allele, and b is a recessive allele.
+Babel's genotype of BB has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Babel's phenotype for the body feather color trait must be green body feathers. | Hint: In a group of budgerigar parakeets, some individuals have green body feathers and others have blue body feathers. In this group, the gene for the body feather color trait has two alleles. The allele for green body feathers (B) is dominant over the allele for blue body feathers (b).
+Babel is a budgerigar parakeet from this group. Babel has the homozygous genotype BB for the body feather color gene."
+"Question: What information supports the conclusion that Sanjay inherited this trait? | Choices: [Sanjay's mother has blue eyes. She passed this trait down to Sanjay., Sanjay likes to wear a blue sweater to match his blue eyes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Sanjay has blue eyes."
+"Question: How long does it take to slide down a slide? | Choices: [5 seconds, 5 hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to slide down a slide is 5 seconds.
+5 hours is too slow. | Hint: Select the better estimate."
+"Question: What does the personification in this text suggest?
+Nathan tried to ignore his unfinished essay, but it glared at him from across the room. | Choices: [It bothered Nathan that the essay wasn't finished., The essay was printed in large type.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind. | Solution: The text uses personification, giving human characteristics to nonhuman things.
+Glared at him suggests that it bothered Nathan that the essay wasn't finished. The essay is like a person who is bothering Nathan."
+"Question: Suppose Vincent decides to plant the poppies. Which result would be a cost? | Choices: [Vincent will give up the chance to look at the eucalyptus tree. He thinks it would have looked more beautiful than the poppies., He will save some space. The poppies will use up less space than the eucalyptus tree would have used up.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Vincent wants or needs:
+Vincent will give up the chance to look at the eucalyptus tree. He thinks it would have looked more beautiful than the poppies. | Hint: Vincent is deciding whether to plant poppies or a eucalyptus tree in his backyard. He wants to make his backyard more beautiful. But he also wants to leave space for doing fun things."
+"Question: Which tense does the sentence use?
+We will wait outside for Maya. | Choices: [future tense, present tense, past tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in future tense. You can tell because it uses will before the main verb, wait. The verb tells you about something that is going to happen."
+"Question: Which is a compound sentence? | Choices: [Paula finished her book, but she got two more from the library., The butcher cuts the fat off the meat.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.
+Paula finished her book, but she got two more from the library."
+"Question: Which text message is more formal? | Choices: [Ms. Davis is already here. She's waiting in the lobby., Heads up! Davis is here. In the lobby.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second text message is more formal. It uses complete sentences, avoids slang (heads up), and uses the person's title (Ms. Davis). The other text message includes more casual language and sentence fragments."
+"Question: Which closing is correct for a letter? | Choices: [Your Niece,
+Clare, Your niece,
+Clare] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: What does the hyperbole in this text suggest?
+The last time Andrew cleaned his room, dinosaurs were still roaming the Earth. | Choices: [Andrew hates to clean his room., Andrew hasn't cleaned his room in a very long time.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode! | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+The hyperbole dinosaurs were still roaming the Earth suggests that Andrew hasn't cleaned his room in a very long time. He did not actually clean his room millions of years ago when dinosaurs existed."
+"Question: Which announcement is more formal? | Choices: [The Norwood Law Firm is so happy to tell you . . ., The Norwood Law Firm is pleased to announce . . .] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The second announcement is more formal. It uses more elevated language (pleased to announce). The other announcement sounds more conversational (so happy)."
+"Question: Which closing is correct for a letter? | Choices: [your nephew,
+Jayce, Your nephew,
+Jayce] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Would you find the word wade on a dictionary page with the following guide words?
+weary - world | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since wade is not between the guide words weary - world, it would not be found on that page."
+"Question: Which closing is correct for a letter? | Choices: [Best regards,
+Cooper, best regards,
+Cooper] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which type of sentence is this?
+Hayley is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. | Choices: [simple, compound-complex, compound, complex] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.
+Hayley is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years."
+"Question: What does the verbal irony in this text suggest?
+""That fits you well,"" Clayton remarked after Marcy's cap fell over her eyes for the tenth time. | Choices: [The cap was too big., The cap looked nice on Marcy.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Fits you well ironically suggests that the cap was too big. The cap was falling over Marcy's eyes, so it didn't fit her well at all."
+"Question: Choose the poem that uses alliteration. | Choices: [The clouds had made a crimson crown
+About the mountains high.
+The stormy sun was going down
+In a stormy sky., Three paces in the moonlight's glow I stand,
+And here within the twilight beats my heart.
+I'm not asking you to finish
+But—to start.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: reading-comprehension | Skill: Identify elements of poetry | Lecture: Poets often use the sounds of words to create interesting effects and to express moods and emotions. Understanding these elements of poetry can help you better interpret and appreciate poetic forms.
+Anaphora is the repetition of words or sequences of words at the beginning of multiple phrases, sentences, or lines.
+Out of the cradle endlessly rocking,
+Out of the mocking-bird's throat, the musical shuttle,
+Out of the Ninth-month midnight
+—From Walt Whitman, ""Out of the Cradle Endlessly Rocking""
+Onomatopoeia is when language sounds like what it talks about.
+Sometimes the onomatopoeia uses made-up words:
+Tlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.
+—From Alfred Noyes, ""The Highwayman""
+Sometimes the onomatopoeia uses real words:
+Hark! the honey bee is humming.
+—From Mary Howitt, ""The Voice of Spring""
+Alliteration is when beginning consonant sounds are repeated in words that are close together.
+Where the wild men watched and waited
+Wolves in the forest, and bears in the bush.
+—From Bayard Taylor, ""A Night with a Wolf""
+Assonance is the repetition of vowel sounds. Often, assonance can create rhymes or near-rhymes within lines.
+I wandered lonely as a Cloud
+That floats on high o'er Vales and Hills,
+When all at once I saw a crowd,
+A host of golden Daffodils.
+—From William Wordsworth, ""I Wandered Lonely as a Cloud""
+Meter is a poem's rhythm, or the pattern of strong and weak syllables. Strong syllables are stressed, while weak syllables are unstressed.
+A poem has an iambic meter when the beat sounds like da-DUM. A weak syllable is followed by a strong syllable. Occasionally, a line may begin with a strong syllable.
+He watches from his mountain walls,
+And like a thunderbolt he falls.
+—From Alfred, Lord Tennyson, ""The Eagle""
+A poem has a trochaic meter when the beat sounds like DUM-da. A strong syllable is followed by a weak syllable. Occasionally, a line may end in a strong syllable.
+Back into the chamber turning, all my soul within me burning,
+Soon again I heard a tapping somewhat louder than before.
+—From Edgar Allen Poe, ""The Raven""
+Free verse is when a poem has neither a regular rhythm nor a rhyme pattern.
+The old bridge has a wrinkled face.
+He bends his back
+For us to go over.
+—From Hilda Conkling, ""The Old Bridge""
+The syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern. | Solution: This poem uses alliteration. It repeats beginning consonant sounds.
+About the mountains high.
+In a stormy sky. | Hint: From Djuna Barnes, ""Serenade"" and from Mary Elizabeth Coleridge, ""A Moment"""
+"Question: Would you find the word melon on a dictionary page with the following guide words?
+modest - mustard | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since melon is not between the guide words modest - mustard, it would not be found on that page."
+"Question: Suppose Jeanette decides to make egg drop soup. Which result would be a cost? | Choices: [The egg drop soup will be tastier than the beef barley soup would have been., Jeanette will spend more time making the egg drop soup than she would have spent making the beef barley soup.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Jeanette wants or needs:
+Jeanette will spend more time making the egg drop soup than she would have spent making the beef barley soup. | Hint: Jeanette is deciding whether to make egg drop soup or beef barley soup for dinner. She wants dinner to be as tasty as possible. But she is also hungry and wants to eat soon."
+"Question: Based on this information, what is this pea plant's phenotype for the pod color trait? | Choices: [Dd, green pods] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. The pea plant's observable version of the pod color trait is green pods. So, the plant's phenotype for the pod color trait is green pods. | Hint: In a group of pea plants, some individuals have green pods and others have yellow pods. In this group, the gene for the pod color trait has two alleles. The allele D is for green pods, and the allele d is for yellow pods.
+A certain pea plant from this group has green pods. This plant has one allele for green pods and one allele for yellow pods."
+"Question: Which word would you find on a dictionary page with the following guide words?
+face - fro | Choices: [future, formal] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since formal is between the guide words face - fro, it would be found on that page."
+"Question: Which word would you find on a dictionary page with the following guide words?
+gasp - goblin | Choices: [gruff, geranium] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since geranium is between the guide words gasp - goblin, it would be found on that page."
+"Question: Which is a complex sentence? | Choices: [The forecast for tomorrow calls for strong winds and light rain., Dancers will often bow or curtsy for the audience before the final curtain comes down.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction before.
+Dancers will often bow or curtsy for the audience before the final curtain comes down."
+"Question: Which greeting is correct for a letter? | Choices: [dear Keith,, Dear Keith,] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Keith is capitalized because it is a proper noun."
+"Question: Which figure of speech is used in this text?
+It was August 30, 2005. Hurricane Katrina had come and gone, the levees had been breached, and it was a bit wet in New Orleans. | Choices: [assonance, understatement] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses understatement, which involves deliberately representing something as less serious or important than it really is.
+It was a bit wet in New Orleans is an understatement, since nearly eighty percent of the city was under water following the hurricane."
+"Question: What do these two changes have in common?
+cellular respiration
+chemicals in a battery reacting to power a flashlight | Choices: [Both are caused by heating., Both are only physical changes., Both are chemical changes., Both are caused by cooling.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Cellular respiration is a chemical change. Cells use oxygen to break down sugar. Breaking the chemical bonds in sugar molecules releases energy that a cell can use.
+The atoms from the broken molecules then combine to form different molecules such as carbon dioxide and water. These molecules are different types of matter than sugar and oxygen.
+Chemicals in a battery reacting to power a flashlight is a chemical change. When the flashlight is turned on, the chemicals in the battery react with each other to form new chemicals. This creates electricity, which powers the lightbulb.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What information supports the conclusion that Greg inherited this trait? | Choices: [Greg likes to wear a blue sweater to match his blue eyes., Greg's mother has blue eyes. She passed this trait down to Greg.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Greg has blue eyes."
+"Question: What kind of sentence is this?
+Call a plumber as soon as you can and explain that the pipes are clogged. | Choices: [exclamatory, interrogative, imperative] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence tells someone to do something, so it is an imperative sentence. Here, it ends with a period."
+"Question: How long is a kitchen table? | Choices: [9 inches, 9 feet] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?
+The number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.
+There are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.
+There are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. | Solution: The better estimate for the length of a kitchen table is 9 feet.
+9 inches is too short. | Hint: Select the better estimate."
+"Question: What does the verbal irony in this text suggest?
+""Someone had better turn on the heat,"" Nicole said, sweat glistening on her face. | Choices: [The temperature was just right., The temperature was too warm.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Someone had better turn on the heat ironically suggests that the temperature was too warm. Nicole did not think that more heat was needed; she was already sweating."
+"Question: Which sentence states a fact? | Choices: [Workers used drills, chisels, and even dynamite to carve the four faces on Mount Rushmore., The design of Mount Rushmore shows that sculptor Gutzon Borglum was a talented artist.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
+The flag of the United States has 13 stripes.
+This is a fact. It can be proved by looking at the flag and counting the number of stripes.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+The flag of the United States is easy to draw.
+This is an opinion. People may have different opinions about what makes a flag ""easy"" to draw. | Solution: The second sentence states a fact.
+Workers used drills, chisels, and even dynamite to carve the four faces on Mount Rushmore.
+It can be proved by reading a book about Mount Rushmore.
+The first sentence states an opinion.
+The design of Mount Rushmore shows that sculptor Gutzon Borglum was a talented artist.
+Talented shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes someone a talented artist."
+"Question: Which type of sentence is this?
+Ian always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor. | Choices: [compound, complex, simple, compound-complex] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+Ian always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor."
+"Question: What is the mass of a trumpet? | Choices: [5 ounces, 5 pounds, 5 tons] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a trumpet is 5 pounds.
+5 ounces is too light and 5 tons is too heavy. | Hint: Select the best estimate."
+"Question: Which figure of speech is used in this text?
+I am a feather on the bright sky
+I am the blue horse that runs in the plain
+I am the fish that rolls, shining, in the water
+I am the shadow that follows a child
+—N. Scott Momaday, ""The Delight Song of Tsoai-talee"" | Choices: [understatement, anaphora] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses anaphora, the repetition of the same word or words at the beginning of several phrases or clauses.
+Momaday repeats the words I am at the beginning of each line."
+"Question: Which word is not like the others? | Choices: [under, behind, over, thing] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: vocabulary | Skill: Which word is not like the others? | Lecture: Some words are alike. They go together in a group.
+Red, blue, and green go together. They are colors.
+Mom, dad, grandma, and grandpa go together. They are people in a family. | Solution: Behind, under, and over go together. They are words that tell where. Thing is not a word that tells where, so it is not like the other words."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Mrs. Dixon told her friend that she needs to exercise on a regular basis and get more sleep in order to have more energy throughout the day., Mrs. Dixon told her friend to exercise on a regular basis and get more sleep in order to have more energy throughout the day.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun she could refer to Mrs. Dixon or her friend.
+Mrs. Dixon told her friend that she needs to exercise on a regular basis and get more sleep in order to have more energy throughout the day.
+The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+Mrs. Dixon told her friend to exercise on a regular basis and get more sleep in order to have more energy throughout the day."
+"Question: What do these two changes have in common?
+water evaporating from a lake
+baking cookies | Choices: [Both are caused by cooling., Both are chemical changes., Both are only physical changes., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Water evaporating from a lake is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
+Baking cookies is a chemical change. The type of matter in the cookie dough changes when it is baked. The cookie dough turns into cookies!
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Water evaporating is a physical change. But baking cookies is not.
+Both are chemical changes.
+Baking cookies is a chemical change. But water evaporating from a lake is not.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What is the source of the allusion in the sentence below?
+Before forwarding the email to my grandparents, my sister bowdlerized it. | Choices: [history, Greek mythology] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion bowdlerized is history.
+During the eighteenth and nineteenth centuries, British physician Thomas Bowdler reworked Shakespearean plays in an attempt to make the language and subject matter more suitable for children.
+The allusion bowdlerized means sanitized."
+"Question: What is the source of the allusion in the sentence below?
+The weather forecast called for clear skies, making my grandfather look like Chicken Little. | Choices: [a song, a fable] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Chicken Little is a fable.
+In a well-known folktale, Chicken Little is accidentally hit by something and jumps to the conclusion that the sky is falling and that she must spread the news of imminent disaster.
+The allusion Chicken Little means a person who spreads alarming news of imminent disaster."
+"Question: Does this passage describe the weather or the climate?
+Roger noticed that the sky was filled with cumulus clouds every day last week. | Choices: [weather, climate] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Roger noticed that the sky was filled with cumulus clouds every day last week.
+This passage tells you about the clouds Roger saw last week. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Is there a sentence fragment?
+On November 3, 1957, the Soviet Union sent the first animal into space—a dog named Laika. Which had been found as a stray living on the streets of Moscow. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify sentence fragments | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A sentence fragment is a group of words that does not express a complete thought.
+Rehearsing daily because we have a concert in two weeks.
+This fragment is missing a subject. It doesn't tell who is rehearsing.
+The band I'm in.
+This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
+Because we have a concert in two weeks.
+This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | Solution: There is a sentence fragment that does not express a complete thought.
+On November 3, 1957, the Soviet Union sent the first animal into space—a dog named Laika. Which had been found as a stray living on the streets of Moscow.
+Here is one way to fix the sentence fragment:
+On November 3, 1957, the Soviet Union sent the first animal into space—a dog named Laika, which had been found as a stray living on the streets of Moscow."
+"Question: Which text uses the word literally in its traditional sense? | Choices: [Connor's new kitten—barely three weeks old—was literally just a ball of fluff in the palm of his hand., Connor's new kitten—barely three weeks old—was literally the size of a softball; it could just about fit in the palm of his hand.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses literally in its traditional sense: in a factual, non-exaggerated way.
+Connor's new kitten—barely three weeks old—was literally the size of a softball; it could just about fit in the palm of his hand.
+The second text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). Connor's new kitten is not actually just a ball of fluff.
+Connor's new kitten—barely three weeks old—was literally just a ball of fluff in the palm of his hand.
+Most style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect."
+"Question: Which logical fallacy is used in the text?
+According to the university brochure, the majors with the most students are Economics and Computer Science. Therefore, you should declare one of these majors if you want to have a successful career. | Choices: [slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences, bandwagon fallacy: the assumption that the popular choice is automatically correct, false causation: the assumption that because two things happened together, one caused the other] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that it's best to major in Economics or Computer Science because they are the most popular majors. However, the fact that a major is popular doesn't necessarily mean you have to pursue it in order to have a successful career. This illustrates a type of logical fallacy known as the bandwagon fallacy."
+"Question: Is washing windows a good or a service? | Choices: [a service, a good] | Task: closed choice | Subject: social science | Grade: grade3 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether washing windows is a good or a service, ask these questions:
+Is washing windows something you can touch? No.
+Is washing windows a job you might pay someone else to do? Yes.
+So, washing windows is a service."
+"Question: Select the animal that has a backbone. | Choices: [golden frog, earthworm] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A golden frog is an amphibian. Like other amphibians, a golden frog has a backbone.
+An earthworm is a worm. Like other worms, an earthworm does not have a backbone. It has a soft body. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones."
+"Question: Select the part whose main job is to break down sugar to release energy that an animal cell can use. | Choices: [chromosomes, cytoplasm, mitochondria] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify functions of animal cell parts | Lecture: The cell membrane controls which substances enter and leave the cell. The cell membrane also protects the cell from the outside environment.
+The cytoplasm is made up of a thick liquid that fills the space inside the cell membrane. The cytoplasm supports the other cell parts and holds them in place. Many important chemical reactions happen in the cytoplasm.
+The mitochondria break down sugar to release energy that the cell can use.
+The vacuoles store nutrients, such as sugar, in the cell. Vacuoles also store water and waste.
+The nucleus directs cell activities. It does this by sending instructions to different parts of the cell.
+The chromosomes contain the information that the cell uses for growth and activities. In animal and plant cells, the chromosomes are inside the nucleus. | Solution: Mitochondria break down sugar to release energy that the cell can use. Animal and plant cells usually have many mitochondria."
+"Question: Would you find the word doubt on a dictionary page with the following guide words?
+dandy - dust | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since doubt is between the guide words dandy - dust, it would be found on that page."
+"Question: Which tense does the sentence use?
+Gabby throws the ball into the hoop. | Choices: [future tense, past tense, present tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, throws. The verb ends in -s and tells you about something that is true or happening now."
+"Question: Which figure of speech is used in this text?
+Leah's Bistro used to be a great place to go for a delicious and carefully prepared dinner, but nobody goes there anymore: it's too crowded. | Choices: [paradox, apostrophe] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Nobody goes there anymore: it's too crowded at first appears to be contradictory, because if no one goes to the restaurant, then the restaurant should be empty, not crowded. However, it contains some truth: if a restaurant is frequently perceived to be too crowded, many people will no longer want to go there."
+"Question: Which is a compound sentence? | Choices: [After dinner I brush my teeth very carefully., The train conductor will take your tickets, or his helper will.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction or.
+The train conductor will take your tickets, or his helper will."
+"Question: Which text uses the word peruse in its traditional sense? | Choices: [Before returning to the stockroom, Finn briefly perused the nails in the hardware aisle to see if anything needed to be restocked., Finn perused the nails in the hardware aisle for almost an hour, trying to figure out which type would be best for his project.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses peruse in its traditional sense: to examine in detail.
+Finn perused the nails in the hardware aisle for almost an hour, trying to figure out which type would be best for his project.
+The second text uses peruse in its nontraditional sense: to look through in a casual manner.
+Before returning to the stockroom, Finn briefly perused the nails in the hardware aisle to see if anything needed to be restocked.
+Most style guides recommend to use the traditional sense of the word peruse because it is considered more standard."
+"Question: Which is a simple sentence? | Choices: [According to many scholars, the 1798 publication of Lyrical Ballads by Samuel Taylor Coleridge and William Wordsworth began the romantic period in English literature., Lorenzo picked raspberries in the field until his fingertips were stained red.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The second sentence is the simple sentence. It is a single independent clause.
+According to many scholars, the 1798 publication of Lyrical Ballads by Samuel Taylor Coleridge and William Wordsworth began the romantic period in English literature."
+"Question: Look at the word. Does it have a closed syllable or an open syllable?
+got | Choices: [open, closed] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: word-study | Skill: Is the syllable open or closed? | Lecture: Words are made up of syllables. Two kinds of syllables are closed and open.
+A closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.
+desk: short e
+kit / ten: short i / short e
+An open syllable ends with one vowel. It usually has a long vowel sound.
+go: long o
+he / ro: long e / long o
+Some open syllables end with y. The y makes a long e sound or a long i sound.
+sky: long i
+ba / by: long a / long e | Solution: The word got ends with a consonant and has a short vowel sound. So, it has a closed syllable."
+"Question: How long does it take to sing the ABC song? | Choices: [27 minutes, 27 seconds] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to sing the ABC song is 27 seconds.
+27 minutes is too slow. | Hint: Select the better estimate."
+"Question: Which closing is correct for a letter? | Choices: [See you soon,
+Olivia, See You Soon,
+Olivia] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Compare the motion of three motorboats. Which motorboat was moving at the lowest speed? | Choices: [a motorboat that moved 175miles north in 5hours, a motorboat that moved 40miles west in 5hours, a motorboat that moved 195miles north in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each motorboat moved and the time it took to move that distance. The direction each motorboat moved does not affect its speed.
+Notice that each motorboat moved for 5 hours. The motorboat that moved 40 miles moved the shortest distance in that time. So, that motorboat must have moved at the lowest speed."
+"Question: Which sentence uses a simile? | Choices: [The cat's silver eyes were like two shiny coins., The cat's silver eyes were two shiny coins.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: This sentence uses a simile:
+The cat's silver eyes were like two shiny coins.
+The words eyes and coins are compared using the word like.
+This sentence uses a metaphor:
+The cat's silver eyes were two shiny coins.
+The words eyes and coins are compared without the word like or as."
+"Question: Which text uses the word unique in its traditional sense? | Choices: [Alan custom ordered his unique coffee table from a master craftsman in Allenville., Alan bought his unique coffee table from a factory outlet store in Allenville.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses unique in its traditional sense: being the only one of its kind.
+Alan custom ordered his unique coffee table from a master craftsman in Allenville.
+The second text uses unique in its nontraditional sense: interesting or unusual. Alan's coffee table is an interesting style, but it was made in a factory and is probably not actually one of a kind.
+Alan bought his unique coffee table from a factory outlet store in Allenville.
+Most style guides recommend to use the traditional sense of the word unique because it is considered more standard."
+"Question: What information supports the conclusion that Dustin acquired this trait? | Choices: [Some scars fade more quickly than others., Dustin's scar was caused by an accident. He cut his arm when he fell off his bicycle.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Dustin has a scar on his right arm."
+"Question: Compare the motion of three ships. Which ship was moving at the lowest speed? | Choices: [a ship that moved 310miles east in 10hours, a ship that moved 265miles east in 10hours, a ship that moved 145miles north in 10hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Solution: Look at the distance each ship moved and the time it took to move that distance. The direction each ship moved does not affect its speed.
+Notice that each ship moved for 10 hours. The ship that moved 145 miles moved the shortest distance in that time. So, that ship must have moved at the lowest speed."
+"Question: Would you find the word furnace on a dictionary page with the following guide words?
+faster - fort | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since furnace is not between the guide words faster - fort, it would not be found on that page."
+"Question: Is the following trait inherited or acquired?
+Andy can fly an airplane. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to fly an airplane. Instead, some people learn how to fly airplanes. So, flying an airplane is an acquired trait. | Hint: Hint: Pilots have to learn how to fly an airplane."
+"Question: Based on this information, what is Josiah's phenotype for the sickle-cell disease trait? | Choices: [Aa, not having sickle-cell disease] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Josiah's observable version of the sickle-cell disease trait is not having sickle-cell disease. So, Josiah's phenotype for the sickle-cell disease trait is not having sickle-cell disease. | Hint: This passage describes the sickle-cell disease trait in humans:
+
+In a group of humans, some individuals have sickle-cell disease and others do not. In this group, the gene for the sickle-cell disease trait has two alleles. The allele A is for not having sickle-cell disease, and the allele a is for having sickle-cell disease.
+Josiah, a human from this group, does not have sickle-cell disease. Josiah has one allele for not having sickle-cell disease and one allele for having sickle-cell disease."
+"Question: What is the volume of a salt shaker? | Choices: [49 milliliters, 49 liters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a salt shaker is 49 milliliters.
+49 liters is too much. | Hint: Select the better estimate."
+"Question: What information supports the conclusion that Andrew acquired this trait? | Choices: [Andrew likes to look at butterflies and beetles., Andrew learned to identify insects by reading many books about insects.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Andrew is good at identifying insects."
+"Question: Which word would you find on a dictionary page with the following guide words?
+interior - irrigation | Choices: [iodine, illustrate] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since iodine is between the guide words interior - irrigation, it would be found on that page."
+"Question: Which word would you find on a dictionary page with the following guide words?
+geese - gobble | Choices: [giant, grape] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since giant is between the guide words geese - gobble, it would be found on that page."
+"Question: Which job does the digestive system do? | Choices: [helps cells get energy from food, helps make food] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Body systems: digestion | Lecture: All organisms need food. Food gives organisms the energy they need to survive.
+Animals get their food by eating other organisms. An animal's digestive system breaks down food into small particles of fat, protein, sugar, and other nutrients. The blood carries these small particles to cells throughout the animal's body.
+Inside cells, nutrient particles can be broken down to release energy. Cells need energy to do their jobs. A cell's job might include sending signals to other cells, rearranging chemicals to make new substances, or moving substances from place to place.
+Cells also use nutrient particles as building materials. Cells use building materials to help the animal grow and to replace worn-out parts. | Solution: The digestive system breaks down food into small particles of nutrients. Cells can get energy and building materials from these small particles.
+The digestive system does not help make food. Animals cannot make food inside their bodies. They must eat other organisms."
+"Question: Select the mixture. | Choices: [glitter, salt] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Identify mixtures | Lecture: A pure substance is made of only one type of matter.
+A mixture is made of two or more types of matter mixed together. | Solution: nan"
+"Question: Which word would you find on a dictionary page with the following guide words?
+basket - breathe | Choices: [began, burn] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since began is between the guide words basket - breathe, it would be found on that page."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her sentence fluency?
+Like all penguins, king penguins are mainly black and white, but they have distinctive touches of color. Adult king penguins have black feathers on their backs. Their chests are white. They have orange feathers on their ears and throats. Along the bottom part of the bill, adults also have an orange streak. Juveniles of the species look much like the adults. However, their black feathers may be tipped with gray. Yellow feathers appear on their ears. Their lower necks have grayish white color. Chicks have brown downy feathers until they molt. They molt at about eleven months of age. | Choices: [by varying how sentences begin, by varying sentence length, by simplifying the first sentence] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her sentence fluency by varying sentence length.
+For example, the writer could combine the underlined groups of short sentences to create longer ones.
+Like all penguins, king penguins are mainly black and white, but they have distinctive touches of color. Adult king penguins have black feathers on their backs. Their chests are white. They have orange feathers on their ears and throats. Along the bottom part of the bill, adults also have an orange streak. Juveniles of the species look much like the adults. However, their black feathers may be tipped with gray. Yellow feathers appear on their ears. Their lower necks have grayish white color. Chicks have brown downy feathers until they molt. They molt at about eleven months of age."
+"Question: Would you find the word hatch on a dictionary page with the following guide words?
+helping - hidden | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade8 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since hatch is not between the guide words helping - hidden, it would not be found on that page."
+"Question: Which sentence states a fact? | Choices: [In the Middle Ages, knights rode horses and wore armor made of metal., Knights during the Middle Ages were really just bullies on horseback.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: civics | Skill: Identify facts and opinions | Lecture: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
+The flag of the United States has 13 stripes.
+This is a fact. It can be proved by looking at the flag and counting the number of stripes.
+An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
+The flag of the United States is easy to draw.
+This is an opinion. People may have different opinions about what makes a flag ""easy"" to draw. | Solution: The first sentence states a fact.
+In the Middle Ages, knights rode horses and wore armor made of metal.
+It can be proved by reading a book about knights.
+The second sentence states an opinion.
+Knights during the Middle Ages were really just bullies on horseback.
+Bully shows what a person believes, thinks, or feels. Another person might have a different opinion about whether knights were bullies."
+"Question: Select the living thing. | Choices: [yucca, candle, windmill, airplane] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
+All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
+All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: Yucca is a living thing.
+Yucca grows and responds to its environment. It needs food and water. It is made up of many cells.
+Yucca is a plant. It uses water, air, and sunlight to make food.
+A candle is not a living thing.
+A candle does not have all the traits of a living thing. It gives off light and heat, but it does not need food or water to survive.
+An airplane is not a living thing.
+An airplane does not have all the traits of a living thing. It needs energy to fly, but it does not eat food. Airplanes get energy from gasoline or other fuel. They do not grow.
+A windmill is not a living thing.
+A windmill does not have all the traits of a living thing. It moves in the wind, but it does not grow. It does not need food or water."
+"Question: Which logical fallacy is used in the text?
+Officer, I was only driving as fast as everyone around me. I'm sure I wasn't speeding. | Choices: [appeal to nature: the assumption that natural things are always good, bandwagon fallacy: the assumption that the popular choice is automatically correct] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that the speaker wasn't driving over the speed limit, because she was driving at the same speed as those around her. However, even though everyone was driving the same speed, that doesn't necessarily mean that they weren't driving over the speed limit. This illustrates a type of logical fallacy known as the bandwagon fallacy."
+"Question: Which figure of speech is used in this text?
+Joseph is a real Benedict Arnold. After promising to work on my campaign for class president, he decided to support my opponent. | Choices: [simile, allusion] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses an allusion, a brief reference to someone or something well known.
+Benedict Arnold alludes to the American general during the Revolutionary War who betrayed his country and fought for the British."
+"Question: What information supports the conclusion that Finn inherited this trait? | Choices: [Finn's biological parents have freckles on their noses just as Finn does., Finn and his biological mother have pale skin., Finn has freckles on his nose and shoulders.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Finn has freckles."
+"Question: Each bus takes the same amount of time to stop. Which school bus needs a larger force to come to a stop? | Choices: [a school bus carrying 500 pounds, a school bus carrying 550 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the school bus that is heavier.
+A school bus carrying 550 pounds is heavier than a school bus carrying 500 pounds. So, the school bus carrying 550 pounds needs a larger force to come to a stop in the same amount of time as the other bus. | Hint: Kids from two different schools are riding their school buses home. The buses are the same. They are going the same speed. But different numbers of kids are riding in each bus."
+"Question: Would you find the word migrate on a dictionary page with the following guide words?
+material - mourn | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since migrate is between the guide words material - mourn, it would be found on that page."
+"Question: Which word would you find on a dictionary page with the following guide words?
+early - engineer | Choices: [elf, exact] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since elf is between the guide words early - engineer, it would be found on that page."
+"Question: According to Newton's third law, what other force must be happening? | Choices: [The door is pulling on Abigail's hand., The door is pushing on Abigail's hand.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Predict forces using Newton's third law | Lecture: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
+For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Solution: Abigail's hand is pushing on the door. So, Newton's third law tells you that the door is pushing on Abigail's hand. | Hint: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
+Consider the following force:
+Abigail's hand is pushing on a door."
+"Question: Which type of sentence is this?
+Shelley is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. | Choices: [compound-complex, compound, complex, simple] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.
+Shelley is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years."
+"Question: Suppose Colin decides to go as a superhero. Which result would be a cost? | Choices: [Colin will save some time and money. He won't have to go out and get a new costume., Colin will give up the chance to wear the costume he is more excited about.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Colin wants or needs:
+Colin will give up the chance to wear the costume he is more excited about. | Hint: Colin is deciding whether to go as a vampire or a superhero to a costume party. He would rather go as a vampire. But he already has a superhero costume."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [The protesters want them to raise salaries and increase employment benefits., The protesters want the company's executives to raise salaries and increase employment benefits.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun them is used without its antecedent.
+The second answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the company's executives.
+The protesters want the company's executives to raise salaries and increase employment benefits."
+"Question: Suppose Pablo decides to watch the comedy. Which result would be a cost? | Choices: [Pablo will get to watch the movie that he is more excited about., Pablo will give up the chance to watch a movie with his sister.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Pablo wants or needs:
+Pablo will give up the chance to watch a movie with his sister. | Hint: Pablo is deciding whether to watch a comedy or an action movie. He would prefer to watch a comedy. But he also wants to watch a movie with his sister. Pablo's sister will only watch an action movie."
+"Question: Which correctly shows the title of a movie? | Choices: [""Over the Hedge"", ***Over the Hedge***] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A movie should be in italics.
+The correct title is **Over the Hedge**."
+"Question: Is the following trait inherited or acquired?
+Kimberly has a scar on her right ankle. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Hint: Hint: Most scars are caused by accidents during a person's life."
+"Question: What information supports the conclusion that Elise inherited this trait? | Choices: [Elise's neighbor also has straight hair., Elise's biological parents have red hair. Elise also has red hair., Elise's biological mother often wears her straight hair in a ponytail.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Elise has straight hair."
+"Question: How long does it take to tie your shoes? | Choices: [27 seconds, 27 hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to tie your shoes is 27 seconds.
+27 hours is too slow. | Hint: Select the better estimate."
+"Question: What information supports the conclusion that Harry acquired this trait? | Choices: [Harry's scar was caused by an accident. He cut his arm when he fell off his bicycle., Some scars fade more quickly than others.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Harry has a scar on his right arm."
+"Question: Which logical fallacy is used in the text?
+Senator King announced today that she plans to cut funding to early childhood education programs. The last thing we need is a government official who hates children! | Choices: [bandwagon fallacy: the assumption that the popular choice is automatically correct, straw man: a misrepresentation of an opponent's position that makes it easier to argue against] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Senator King hates children, because she wants to cut education funding. However, the fact that Senator King wants to cut education funding doesn't necessarily suggest that she hates children. This illustrates a type of logical fallacy known as a straw man."
+"Question: Select the one animal that has all of the amphibian traits listed above. | Choices: [Bengal tigers are one of the world's largest living cats. They have black, white, and orange fur. Female Bengal tigers feed their offspring milk. Male Bengal tigers can be almost twice as large as females!, Japanese tree frog tadpoles hatch from eggs without shells. The tadpoles live underwater. After some time, they grow legs and crawl onto land. Adult Japanese tree frogs have moist, smooth green skin.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Amphibians have the following traits:
+They spend part of their lives in water and part on land.
+They have moist skin.
+They make eggs with no shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A Bengal tiger has the following traits:
+It feeds its offspring milk.
+It has hair.
+A Bengal tiger does not have all of the traits of an amphibian. A Bengal tiger is a mammal.
+A Japanese tree frog has the following traits:
+It spends part of its life in water and part on land.
+It has moist skin.
+It makes eggs with no shells.
+A Japanese tree frog has the traits of an amphibian. A Japanese tree frog is an amphibian. | Hint: Amphibians are a group of animals with similar traits. The following traits can be used to identify amphibians:
+They spend part of their lives in water and part on land.
+They have moist skin.
+They make eggs with no shells. Observe the animals and read the descriptions."
+"Question: The movers lift the boxes at the same speed. Which box is lifted with a larger force? | Choices: [a box holding 23 pounds, a box holding 21 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the box that is heavier.
+A box holding 23 pounds is heavier than a box holding 21 pounds. So, the box holding 23 pounds needs a larger force to start moving upward at the same speed as the other box. | Hint: Two movers are putting heavy boxes into their truck. The boxes are the same shape and size. Each mover lifts one box up into the truck at a time."
+"Question: Complete the sentence so that it uses personification.
+The sleek new race car () its driver. | Choices: [appealed to, grinned at] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the phrase grinned at. It describes the race car as if it were a happy person."
+"Question: Which type of sentence is this?
+As Manuel sat down on the rickety old chair, it abruptly collapsed beneath him. | Choices: [compound, simple, compound-complex, complex] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.
+As Manuel sat down on the rickety old chair, it abruptly collapsed beneath him."
+"Question: Choose the poem that has a regular rhythm, or a pattern of sound like a beat. | Choices: [I breathed a song into the air,
+It fell to earth, I knew not where;
+For who has sight so keen and strong
+That it can track the flight of song?, I thought:
+The moon,
+Shining upon the many steps of the palace before me,
+Shines also upon the checkered rice fields
+Of my native land.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reading-comprehension | Skill: Identify elements of poetry | Lecture: Poetry is a special kind of writing. It has many elements that make it different from ordinary writing. Knowing these elements can help you talk about poetry, understand it better, and enjoy it more.
+A poem rhymes when it has a pattern of words that end in the same sound.
+End rhyme is when the rhymes appear at the end of a poem's lines.
+Little Betty Blue,
+Lost her holiday shoe.
+—From Mother Goose
+Internal rhyme is when at least one of the rhyming words appears inside the poem's lines.
+Sweet dreams of pleasant streams.
+—From William Blake, ""A Cradle Song""
+Rhythm is the pattern of strong and weak syllables, or stress, in a poem. You can recognize rhythm in a poem by listening to how it sounds. Poems with regular rhythm have a beat, like in music.
+He watches from his mountain walls,
+And like a thunderbolt he falls.
+—From Alfred, Lord Tennyson, ""The Eagle""
+The syllables in bold are strong. We say them with more force than the other syllables. In this poem, every weak syllable is followed by a strong syllable. Each line sounds like da-DUM da-DUM da-DUM da-DUM. To better hear the rhythm, try reading it aloud while clapping on each strong syllable.
+Free verse is when a poem has neither a regular rhythm nor a rhyme pattern.
+The old bridge has a wrinkled face.
+He bends his back
+For us to go over.
+—From Hilda Conkling, ""The Old Bridge""
+The syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.
+Repetition is when words, phrases, or whole lines are repeated.
+The dainty flying squirrel
+In vest of shining white,
+In coat of silver gray,
+And vest of shining white.
+—Adapted from Mary E. Burt, ""The Flying Squirrel""
+Alliteration is when beginning consonant sounds are repeated in words that are close together.
+Where the wild men watched and waited
+Wolves in the forest, and bears in the bush.
+—From Bayard Taylor, ""A Night with a Wolf""
+Onomatopoeia is when language sounds like what it talks about.
+Sometimes the onomatopoeia uses made-up words:
+Tlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.
+—From Alfred Noyes, ""The Highwayman""
+Sometimes the onomatopoeia uses real words:
+Hark! the honey bee is humming.
+—From Mary Howitt, ""The Voice of Spring"" | Solution: This poem has a regular rhythm, or a pattern of sound like a beat. The parts in bold show the strong syllables. The pattern is a weak syllable followed by a strong syllable. It sounds like da-DUM da-DUM.
+That it can track the flight of song? | Hint: Adapted from Henry Wadsworth Longfellow, ""The Arrow and the Song"" and adapted from Amy Lowell, ""From China"""
+"Question: Which type of sentence is this?
+As Ryan sat down on the rickety old chair, it abruptly collapsed beneath him. | Choices: [complex, compound-complex, simple, compound] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.
+As Ryan sat down on the rickety old chair, it abruptly collapsed beneath him."
+"Question: Would you find the word house on a dictionary page with the following guide words?
+hello - hurl | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since house is between the guide words hello - hurl, it would be found on that page."
+"Question: Which is a run-on sentence? | Choices: [This book explains the difference between cattle and buffalo., It was snowing I wore my black boots.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: It was snowing I wore my black boots is a run-on sentence. It has two sentences that are joined without end punctuation: It was snowing and I wore my black boots."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Andy accidentally bumped into the waiter, and food splattered all over his shirt., Andy accidentally bumped into the waiter, and food splattered all over Andy's shirt.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun his could refer to Andy's or the waiter's.
+The second answer choice shows a possible correction for the vague pronoun reference. His has been replaced with Andy's.
+Andy accidentally bumped into the waiter, and food splattered all over Andy's shirt."
+"Question: Complete the statement. Assume that the scoop of ice cream's mass did not change.
+The gravitational potential energy stored between the scoop of ice cream and Earth () as the ice cream dropped toward the ground. | Choices: [stayed the same, increased, decreased] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the scoop of ice cream and the center of Earth changed.
+The ground was lower than the ice cream cone. As the scoop of ice cream fell toward the ground, the distance between the scoop and the center of Earth decreased. So, the gravitational potential energy stored between the scoop of ice cream and Earth decreased as the ice cream dropped toward the ground. | Hint: Read the text about an object in motion.
+Jason was holding an ice cream cone with two scoops of mint chip ice cream. When he licked the ice cream, a scoop fell off and dropped to the ground."
+"Question: Would you find the word dues on a dictionary page with the following guide words?
+decline - dignified | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade5 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since dues is not between the guide words decline - dignified, it would not be found on that page."
+"Question: How long is a leather belt? | Choices: [32 feet, 32 inches] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?
+The number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.
+There are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.
+There are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. | Solution: The better estimate for the length of a leather belt is 32 inches.
+32 feet is too long. | Hint: Select the better estimate."
+"Question: Which word would you find on a dictionary page with the following guide words?
+hidden - hurdle | Choices: [haul, hornet] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since hornet is between the guide words hidden - hurdle, it would be found on that page."
+"Question: Complete the sentence so that it uses personification.
+Emily finally found her phone () under the bed. | Choices: [ringing, hiding] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word hiding. It describes the phone as if it were a person who is hiding."
+"Question: Select the one animal that has all of the crustacean traits listed above. | Choices: [Rock lobsters can live more than 600 feet underwater! They have an exoskeleton and two pairs of antennae., Trichina worms have soft, thin bodies. They have a cylindrical shape and do not have limbs. Trichina worms are not made up of segments. They can infect and feed off of humans, pigs, and other mammals.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify animals | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Crustaceans have the following traits:
+They have two pairs of antennae.
+They have an exoskeleton.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A rock lobster has the following traits:
+It has two pairs of antennae.
+It has an exoskeleton.
+A rock lobster has the traits of a crustacean. A rock lobster is a crustacean.
+A trichina worm has the following traits:
+A trichina worm does not have all of the traits of a crustacean. A trichina worm is a roundworm. | Hint: Crustaceans are a group of animals with similar traits. The following traits can be used to identify crustaceans:
+They have two pairs of antennae.
+They have an exoskeleton. Observe the animals and read the descriptions."
+"Question: What do these two changes have in common?
+filtering air to remove dust and pollen
+pouring milk on oatmeal | Choices: [Both are caused by heating., Both are caused by cooling., Both are only physical changes., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Filtering air to remove dust and pollen is a physical change. The air flows through the filter, and the pollen and dust stay behind. This separates the mixture of air, pollen, and dust. But separating a mixture does not form a different type of matter.
+Pouring milk on oatmeal is a physical change. The oatmeal and milk form a creamy mixture. But making this mixture does not form a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which logical fallacy is used in the text?
+I'm never setting foot in any seafood restaurant again. We just had a ridiculously overpriced dinner at Cameron's Seafood Hut, and I have no interest in repeating that experience. | Choices: [circular reasoning: an argument that supports a claim with the claim itself, hasty generalization: a very broad claim based on very little evidence] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that all seafood restaurants are overpriced. However, even though one seafood restaurant was overpriced, that doesn't necessarily mean that all seafood restaurants are overpriced. This illustrates a type of logical fallacy known as a hasty generalization."
+"Question: Which figure of speech is used in this text?
+The baby moon, a canoe, a silver papoose canoe, sails and sails in the Indian west.
+—Carl Sandburg, ""Early Moon"" | Choices: [anaphora, assonance] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses assonance, the repetition of a vowel sound in a series of nearby words.
+The words moon, canoe, and papoose share a vowel sound."
+"Question: Is the following trait inherited or acquired?
+Ben has a scar on his left leg. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait."
+"Question: What information supports the conclusion that Maureen acquired this trait? | Choices: [Maureen learned how to play the cello in music class., Maureen and her father play the cello together., Maureen knows how to polish her cello.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Maureen can play the cello."
+"Question: Is the following trait inherited or acquired?
+Jacob can ride a motorcycle. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: nan | Solution: People are not born knowing how to ride a motorcycle. Instead, many people learn how to ride. So, riding a motorcycle is an acquired trait."
+"Question: Which text uses the word disinterested in its traditional sense? | Choices: [Liz is happy with her position as class treasurer. Though she would have the support of the student council, she is disinterested in running for student body president., Liz is excellent in her position as class treasurer. She always manages to be disinterested in student council debates about the allocation of extracurricular funds.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses disinterested in its traditional sense: unbiased or impartial.
+Liz is excellent in her position as class treasurer. She always manages to be disinterested in student council debates about the allocation of extracurricular funds.
+The second text uses disinterested in its nontraditional sense: uninterested or indifferent.
+Liz is happy with her position as class treasurer. Though she would have the support of the student council, she is disinterested in running for student body president.
+Most style guides recommend to use the traditional sense of the word disinterested because it is considered more standard."
+"Question: What does the euphemism in this text suggest?
+Jackson is big-boned, so despite being in middle school, he often shops in the men's department. | Choices: [Jackson is overweight., Jackson is tall for his age.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Interpret the figure of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The euphemism big-boned suggests that Jackson is overweight."
+"Question: What information supports the conclusion that Tanvi inherited this trait? | Choices: [When she was younger, Tanvi wore ribbons in her naturally black hair., Some people use a hair dryer to straighten their hair. But Tanvi and her brothers have naturally straight hair., Both of Tanvi's biological parents have naturally black hair.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Tanvi has naturally black hair."
+"Question: What is the mass of a goat? | Choices: [70 tons, 70 ounces, 70 pounds] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
+There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
+So, 1 ounce is less than 1 pound and much less than 1 ton.
+A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | Solution: The best estimate for the mass of a goat is 70 pounds.
+70 ounces is too light and 70 tons is too heavy. | Hint: Select the best estimate."
+"Question: What does the idiom in this text suggest?
+If you don't mind waking up at the crack of dawn (or if you even prefer it), consider a career as a baker, a teacher, or an investment banker. | Choices: [You have to wake up at sunset., You have to wake up very early.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom at the crack of dawn suggests that you have to wake up very early. Dawn is the beginning of the day, so the idiom means very early."
+"Question: Which word would you find on a dictionary page with the following guide words?
+octopus - owl | Choices: [ox, orbit] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since orbit is between the guide words octopus - owl, it would be found on that page."
+"Question: What does the verbal irony in this text suggest?
+""Sleeping through the rooster's crowing was no problem,"" Chandler joked with a yawn. | Choices: [Chandler slept poorly., Chandler slept well.] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Sleeping through the rooster's crowing was no problem ironically suggests that Chandler slept poorly. Chandler was tired, so the rooster's crowing was clearly a problem."
+"Question: Select the animal that has a backbone. | Choices: [dog, curlyhair tarantula] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: A dog is a mammal. Like other mammals, a dog has a backbone.
+Like other tarantulas, a curlyhair tarantula does not have a backbone. It has a hard outer cover. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones."
+"Question: Complete the statement.
+Neon is (). | Choices: [a compound, an elementary substance] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: You can tell whether neon is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for neon is Ne. This formula contains one symbol: Ne. So, the formula tells you that neon is made of one chemical element.
+Substances made of only one chemical element are elementary substances. So, neon is an elementary substance. | Hint: Neon is a gas that is used to make glowing electric lights and signs. The chemical formula for neon is Ne."
+"Question: Which object has the least thermal energy? | Choices: [a 220-gram bottle of water at a temperature of 54°F, a 220-gram bottle of water at a temperature of 50°F, a 220-gram bottle of water at a temperature of 73°F] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: All three bottles of water have the same mass but different temperatures. Since the 50°F bottle of water is the coldest, it has the least thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which is a sentence fragment? | Choices: [The girls climb on the bars at the playground., Loves to learn about reptiles, like turtles and snakes.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Loves to learn about reptiles, like turtles and snakes is a sentence fragment. It is missing a subject."
+"Question: Which word would you find on a dictionary page with the following guide words?
+cabinet - cot | Choices: [creek, cheese] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since cheese is between the guide words cabinet - cot, it would be found on that page."
+"Question: Select the animal that has a backbone. | Choices: [black widow spider, sheep] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: biology | Skill: Identify animals with and without backbones | Lecture: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
+Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | Solution: Like other spiders, a black widow spider does not have a backbone. It has a hard outer cover.
+A sheep is a mammal. Like other mammals, a sheep has a backbone. | Hint: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones."
+"Question: What does the idiom in this text suggest?
+Reagan has a lot on her plate: she is attending college, has a full-time job as a waitress, and volunteers at the animal shelter. | Choices: [Reagan has no time to eat well., Reagan has many responsibilities.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom a lot on her plate suggests that Reagan has many responsibilities. If you have a lot on your plate, you are busy with many different obligations."
+"Question: What does the idiom in this text suggest?
+In such an unfamiliar environment, Xavier was a fish out of water. | Choices: [Xavier didn't have any friends., Xavier felt out of place.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom a fish out of water suggests that Xavier felt out of place. A fish out of water is someone out of his or her usual, comfortable environment."
+"Question: Which figure of speech is used in this text?
+With malice toward none, with charity for all, with firmness in the right as God gives us to see the right, let us strive on to finish the work we are in.
+—President Abraham Lincoln, second inaugural address | Choices: [apostrophe, anaphora] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses anaphora, the repetition of the same word or words at the beginning of several phrases or clauses.
+Lincoln repeats the word with at the beginning of each phrase."
+"Question: Assume all other forces on Madelyn are balanced. Which statement describes the forces on Madelyn? | Choices: [The forces are unbalanced, so there is a net force on Madelyn., The forces are balanced, so there is no net force on Madelyn.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Balanced and unbalanced forces | Lecture: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
+When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
+When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | Solution: To determine if there is a net force on Madelyn, look at the forces:
+Earth's gravity is pulling Madelyn down with a force of 600 N.
+The seat of the cart is pushing Madelyn up with a force of 1,200 N.
+The forces are in opposite directions, and the forces have different magnitudes: 600 N and 1,200 N. This means that the forces are unbalanced, so there is a net force on Madelyn. | Hint: Madelyn is sitting on a roller coaster cart as it reaches the bottom of a big loop. Earth's gravity is pulling down on Madelyn with a force of 600N. The seat of the cart is pushing up on Madelyn with a force of 1,200N."
+"Question: Which pot of spaghetti sauce has a lower temperature? | Choices: [the pot of spaghetti sauce with more thermal energy, the pot of spaghetti sauce with less thermal energy] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: physics | Skill: How are temperature and mass related to thermal energy? | Lecture: Matter is made of tiny particles called atoms. Atoms are always moving.
+The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
+Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
+What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | Solution: The two pots of spaghetti sauce are made of the same material and have the same mass. So, the pot of spaghetti sauce with less thermal energy has a lower temperature. | Hint: Two pots of spaghetti sauce are identical except for their thermal energies."
+"Question: Which word would you find on a dictionary page with the following guide words?
+den - dream | Choices: [doing, dance] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Solution: Put the words in alphabetical order.
+Since doing is between the guide words den - dream, it would be found on that page."
+"Question: Complete the sentence so that it uses personification.
+""I can't believe I tripped,"" Darrell remarked. ""The curb must have ()"". | Choices: [jumped out in front of me, had an uneven surface] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the phrase jumped out in front of me. It describes the curb as if it were a mischievous, unpredictable person."
+"Question: What information supports the conclusion that Sandra acquired this trait? | Choices: [Sandra's scar was caused by an accident. She cut her arm when she fell off her bicycle., Sandra's scar is on her right elbow. Her father also has a scar on his right elbow., Sandra's sister has a bruise from falling on her elbow.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Sandra has a scar on her right elbow."
+"Question: Which object has the most thermal energy? | Choices: [a 150-gram baked potato at a temperature of 31°C, a 150-gram baked potato at a temperature of 40°C, a 150-gram baked potato at a temperature of 36°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three baked potatoes have the same mass but different temperatures. Since the 40°C potato is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Read the following excerpt from a student essay. How can the writer best improve his or her word choice?
+Automobile companies should be required to manufacture more fuel-efficient vehicles. This shift would help the environment by lowering the demand for crude oil and lowering the level of pollutants released into the atmosphere. If fuel-efficient cars were manufactured, the economy would improve, too. As people lowered their expenses for gas, they would be able to increase spending on other products. Also, manufacturing these cars would drive technology forward: other new products would likely be manufactured, too. | Choices: [by reducing repetitive language, by including more figurative language, by fixing misused words] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Suggest appropriate revisions | Lecture: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
+Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
+Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
+Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
+Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
+Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
+Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | Solution: The writer could best improve his or her word choice by reducing repetitive language.
+For example, the writer could revise the underlined text by using synonyms of manufacture, such as make, produce, create, and build, and synonyms of lower, such as decrease or reduce.
+Automobile companies should be required to manufacture more fuel-efficient vehicles. This shift would help the environment by lowering the demand for crude oil and lowering the level of pollutants released into the atmosphere. If fuel-efficient cars were manufactured, the economy would improve, too. As people lowered their expenses for gas, they would be able to increase spending on other products. Also, manufacturing these cars would drive technology forward: other new products would likely be manufactured, too."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [After Tyler explained the chemistry homework to Bob, he understood it better, too., After Tyler explained the chemistry homework to Bob, Tyler understood it better, too.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun he could refer to Tyler or Bob.
+The first answer choice shows a possible correction for the vague pronoun reference. He has been replaced with Tyler.
+After Tyler explained the chemistry homework to Bob, Tyler understood it better, too."
+"Question: What is the volume of a bottle of nail polish? | Choices: [14 liters, 14 milliliters] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a bottle of nail polish is 14 milliliters.
+14 liters is too much. | Hint: Select the better estimate."
+"Question: What information supports the conclusion that Alan acquired this trait? | Choices: [Alan's scar was caused by an accident. He cut his arm when he fell off his bicycle., Some scars fade more quickly than others.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Alan has a scar on his right arm."
+"Question: Using only these supplies, which question can Tara investigate with an experiment? | Choices: [Do squash plants grow larger if the seeds are planted in small pots or in large pots?, Do squash plants grow larger if the seeds are planted with compost or without compost?, If squash seeds and tomato seeds are planted with compost, which type of plant grows larger?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Tara has a small vegetable garden, which includes a compost pile of food scraps. She notices that some of the squash plants growing next to the compost pile grow differently than squash plants that are farther away. She wonders what factors affect how her squash plants grow. So, she decides to design an experiment. She has the following supplies available:
+one type of squash seeds
+four large clay pots
+soil
+a compost pile
+water"
+"Question: Which figure of speech is used in this text?
+The salesperson tried hard to convince Edgar that the jacket was a good buy; after all, it was made of genuine imitation leather. | Choices: [hyperbole, oxymoron] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Genuine imitation is a contradiction, because genuine means real, and imitation means fake or synthetic."
+"Question: Colton starts to pull the wagon across the yard. To move the wagon at the same speed each time, which friend does Colton need to pull with a larger force? | Choices: [a friend who weighs 27 pounds, a friend who weighs 32 pounds] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: How do mass and force affect motion? | Lecture: A force is a push or a pull.
+A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
+Forces can be different sizes.
+Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Solution: Look for the friend who is heavier.
+A friend who weighs 32 pounds is heavier than a friend who weighs 27 pounds. So, to move the wagon at the same speed each time, Colton needs to use a larger force to start moving the wagon with a friend who weighs 32 pounds. | Hint: Colton gives two friends a ride in his wagon. One friend sits in the wagon at a time."
+"Question: What information supports the conclusion that Damon acquired this trait? | Choices: [Damon has two pet fish. The fish live in a fish tank together., Damon was not born knowing how to identify different fish. He had to learn this skill.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Damon is good at identifying fish."
+"Question: Which tense does the sentence use?
+Lexi practices the drums in her family's garage. | Choices: [past tense, future tense, present tense] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, practices. The verb ends in -s and tells you about something that is true or happening now."
+"Question: Which text uses the word ironic in its traditional sense? | Choices: [Last winter, Jordan took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week., Last winter, Jordan took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses ironic in its traditional sense: contrary to what was intended, often in an amusing way. It's ironic because Jordan tried to get away from the snow but found himself in a snowstorm regardless.
+Last winter, Jordan took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week.
+The second text uses ironic in its nontraditional sense: marked by coincidence. It was a coincidence that Jordan's friends were in Florida the week before.
+Last winter, Jordan took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.
+Most style guides recommend to avoid using the nontraditional sense of the word ironic because it is generally considered incorrect."
+"Question: What is the source of the allusion in the sentence below?
+In the mornings, working alone in the cold, I sometimes imagined myself to be trapped in a Sisyphean nightmare. | Choices: [Greek mythology, modern history] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Sisyphean is Greek mythology.
+In Greek mythology, Sisyphus is punished by the gods with the task of eternally rolling a boulder up a hill just to watch it roll down again.
+The allusion Sisyphean means interminable."
+"Question: What information supports the conclusion that Ethan inherited this trait? | Choices: [Ethan likes to wear a blue sweater to match his blue eyes., Ethan's mother has blue eyes. She passed this trait down to Ethan.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Ethan has blue eyes."
+"Question: What is the temperature of a warm grilled cheese sandwich? | Choices: [50°C, 50°F] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Estimate temperatures | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
+212°F | Water boils | 100°C
+98.6°F | Body temperature | 37°C
+68°F | Room temperature | 20°C
+32°F | Water freezes | 0°C
+ | Solution: The better estimate for the temperature of a warm grilled cheese sandwich is 50°C.
+50°F is too cold. | Hint: Select the better estimate."
+"Question: Which word would you find on a dictionary page with the following guide words?
+harvest - hid | Choices: [hornet, height] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since height is between the guide words harvest - hid, it would be found on that page."
+"Question: What information supports the conclusion that Nellie inherited this trait? | Choices: [Nellie's parents have dark skin. They passed down this trait to Nellie., Nellie and her father both have dark hair.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Nellie has dark skin."
+"Question: What does this Works Cited entry indicate about the cited work?
+Norman, Howard. ""Advice of the Fatherly Sort."" I Hate to Leave This Beautiful Place. New York: Houghton Mifflin Harcourt, 2013. 1–40. Print. | Choices: [Norman Howard is the publisher., Houghton Mifflin Harcourt is the publisher., Howard Norman is the publisher.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: reference-skills | Skill: Understand a Works Cited entry (MLA 7th edition) | Lecture: When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.
+Below are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.
+Books:
+Format | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.
+Example | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.
+Essays, short stories, or poems in an anthology or book:
+Format | Author(s). ""Essay, Poem, or Short Story Title."" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.
+Example | James, Henry. ""The Middle Years."" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.
+Magazine and newspaper articles:
+Format | Author(s). ""Article Title."" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.
+Example | Hayes, David J., and James H. Stock. ""The Real Cost of Coal."" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.
+Journal articles:
+Format | Author(s). ""Article Title."" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.
+Example | Gillette, Jane, et al. ""Human Simulations of Vocabulary Learning."" Cognition 73.2 (1999): 135-176. Print.
+Web pages:
+Format | Author(s). ""Page Title."" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.
+Example | Gunn, Janelle P., and Lauren E. Owens. ""How to Slash Sodium from Your Diet."" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.
+Additional guidelines:
+Author Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by ""et al.,"" which stands for and others (e.g., Smith, Jane, et al.).
+Medium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are ""Print"" and ""Web,"" but other possibilities include ""Film,"" ""E-mail,"" and ""Lecture."" Whenever the Medium of Publication is ""Web,"" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.
+Editors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. ""Ed."" stands for edited by. ""Trans."" stands for translated by.
+Missing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation ""n. pag."" is used instead. If a work has no available publication date, the abbreviation ""n.d."" is used instead. If a work has no available publisher or no available city of publication, the abbreviation ""n.p."" is used instead.
+ | Solution: Look closely at the Works Cited entry:
+Norman, Howard. ""Advice of the Fatherly Sort."" I Hate to Leave This Beautiful Place. New York: Houghton Mifflin Harcourt, 2013. 1–40. Print.
+You can tell that Houghton Mifflin Harcourt is the publisher by looking at the publisher name, which appears after the place of publication."
+"Question: Select the solid. | Choices: [rain, coins, apple juice] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Identify solids, liquids, and gases | Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
+When matter is a solid, it has a shape of its own.
+Some solids can be bent or broken easily. Others are hard to bend or break.
+A glass cup is a solid. A sock is also a solid.
+When matter is a liquid, it takes the shape of its container.
+Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
+Juice is a liquid. Honey is also a liquid.
+When matter is a gas, it spreads out to fill a space.
+Many gases are invisible. So, you can’t see them. Air is a gas. | Solution: Rain is a liquid. A liquid takes the shape of any container it is in. If you put rainwater into a bucket, the rainwater will take the shape of the bucket. But the rainwater will still take up the same amount of space.
+A coin is a solid. A solid has a size and shape of its own. Many coins are made of solid metal.
+Apple juice is a liquid. A liquid takes the shape of any container it is in. If you pour apple juice into a different container, the apple juice will take the shape of that container. But the apple juice will still take up the same amount of space."
+"Question: Suppose Joe decides to bake chocolate muffins. Which result would be a cost? | Choices: [Joe will get to eat more muffins. He can make more chocolate muffins than pumpkin muffins., Joe will give up the chance to eat pumpkin muffins. He thinks pumpkin muffins are tastier than chocolate muffins.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Joe wants or needs:
+Joe will give up the chance to eat pumpkin muffins. He thinks pumpkin muffins are tastier than chocolate muffins. | Hint: Joe is deciding whether to bake pumpkin muffins or chocolate muffins. He wants the muffins to be tasty. But he also wants to make a lot of muffins."
+"Question: Which figure of speech is used in this text?
+Trisha swore she would never go back to Oakland, but I told her she should never say never. The city might be a very different place in ten years. | Choices: [euphemism, paradox] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Never say never at first appears to be contradictory: by saying the phrase itself, you have already said never. However, it contains some truth: people often change their minds as they age and so should not rule anything out by saying never."
+"Question: Would you find the word raid on a dictionary page with the following guide words?
+recess - rose | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade3 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since raid is not between the guide words recess - rose, it would not be found on that page."
+"Question: Which figure of speech is used in this text?
+It's an open secret that Gordon is writing a book based on his experiences living in Singapore. He never talks about it, but almost all his friends know. | Choices: [hyperbole, oxymoron] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Open secret is a contradiction, because open describes something that is freely or publicly known, and a secret is hidden."
+"Question: Which correctly shows the title of a magazine? | Choices: [""Taste of Home"", ***Taste of Home***] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A magazine should be in italics.
+The correct title is **Taste of Home**."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [When Patrick's computer wasn't working properly, he replaced the battery., Patrick replaced the battery in his computer when he noticed that it wasn't working properly.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun it could refer to the battery or the computer.
+Patrick replaced the battery in his computer when he noticed that it wasn't working properly.
+The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
+When Patrick's computer wasn't working properly, he replaced the battery."
+"Question: What does the hyperbole in this text suggest?
+The last time Fernando cleaned his room, dinosaurs were still roaming the Earth. | Choices: [Fernando hasn't cleaned his room in a very long time., Fernando refuses to clean his room.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Interpret the figure of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode! | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+The hyperbole dinosaurs were still roaming the Earth suggests that Fernando hasn't cleaned his room in a very long time. He did not actually clean his room millions of years ago when dinosaurs existed."
+"Question: Which text uses the word travesty in its traditional sense? | Choices: [Jaden's ill-researched essay about the Space Race received a poor grade because it presented such a travesty of the actual historical events., Jaden realized that his essay about the Space Race was a bit inaccurate, but he still thought it a travesty that such an entertaining essay should receive a poor grade.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses travesty in its traditional sense: a ridiculous imitation; a parody.
+Jaden's ill-researched essay about the Space Race received a poor grade because it presented such a travesty of the actual historical events.
+The second text uses travesty in its nontraditional sense: a disappointment or a tragedy.
+Jaden realized that his essay about the Space Race was a bit inaccurate, but he still thought it a travesty that such an entertaining essay should receive a poor grade.
+Most style guides recommend to use the traditional sense of the word travesty because it is considered more standard."
+"Question: Does this passage describe the weather or the climate?
+Cairo, Egypt, had clear skies today. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+Cairo, Egypt, had clear skies today.
+This passage tells you about the cloud cover in Cairo today. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: Is a bicycle a good or a service? | Choices: [a service, a good] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a bicycle is a good or a service, ask these questions:
+Is a bicycle something you can touch? Yes.
+Is a bicycle a job you might pay someone else to do? No.
+So, a bicycle is a good."
+"Question: Complete the statement. Assume that the horse's mass did not change.
+The gravitational potential energy stored between the horse and Earth () as the horse ran toward the river. | Choices: [increased, decreased, stayed the same] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the horse and the center of Earth changed.
+The bottom of the small hill is lower than the top of the hill. As the horse ran down the hill, the distance between the horse and the center of Earth decreased. So, the gravitational potential energy stored between the horse and Earth decreased as the horse ran toward the river. | Hint: Read the text about an animal in motion.
+A horse was grazing at the top of a small hill. The horse got thirsty and ran toward a river at the bottom of the hill."
+"Question: How long does it take to fry an egg in a pan? | Choices: [6 hours, 6 minutes] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to fry an egg in a pan is 6 minutes.
+6 hours is too slow. | Hint: Select the better estimate."
+"Question: Complete the sentence.
+Bending a paper clip is a (). | Choices: [chemical change, physical change] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: chemistry | Skill: Identify physical and chemical changes | Lecture: Chemical changes and physical changes are two ways matter can change.
+In a chemical change, the type of matter changes.
+Burning a piece of paper is a chemical change. The paper changes into ash and smoke.
+In a physical change, the type of matter stays the same.
+Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
+Ice melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. | Solution: Bending a paper clip is a physical change. After you bend it, the paper clip has a different shape. But it is still made of the same type of matter."
+"Question: Does the sentence use a simile or a metaphor?
+On that winter morning, Sadie's hands were as cold as ice. | Choices: [metaphor, simile] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: On that winter morning, Sadie's hands were as cold as ice.
+The words hands and ice are compared using the word as. So, the sentence uses a simile."
+"Question: Which closing is correct for a letter? | Choices: [with love,
+Cole, With love,
+Cole] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Which change better matches the sentence?
+A grassy hill catches fire and burns. | Choices: [erosion, wildfire] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: earth-science | Skill: Classify changes to Earth's surface | Lecture: nan | Solution: nan"
+"Question: What does the euphemism in this text suggest?
+Isabella is between jobs right now, so she's selling some of her old jewelry to help pay the bills. | Choices: [Isabella is unemployed., Isabella is short on cash.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Interpret the figure of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The euphemism between jobs means that Isabella is unemployed."
+"Question: Does this passage describe the weather or the climate?
+It has not rained in over a week at Paula's house. | Choices: [climate, weather] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: What's the difference between weather and climate? | Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
+Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
+Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Solution: Read the text carefully.
+It has not rained in over a week at Paula's house.
+This passage tells you about the precipitation last week at Paula's house. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Hint: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place."
+"Question: What does the euphemism in this text suggest?
+""Thank you for your work over the years,"" Mrs. Duran said to her gardener. ""As of next week, however, your services will no longer be required."" | Choices: [The gardener is retiring., The gardener is being fired.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Interpret the figure of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off. | Solution: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The euphemism your services will no longer be required means that the gardener is being fired."
+"Question: Complete the statement. Assume that Gordon's mass did not change.
+The gravitational potential energy stored between Gordon and Earth () as he hiked toward the summit. | Choices: [increased, stayed the same, decreased] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between Gordon and the center of Earth changed.
+The summit of the mountain was higher than the point where Gordon started hiking. As he hiked toward the summit, the distance between Gordon and the center of Earth increased. So, the gravitational potential energy stored between Gordon and Earth increased as he hiked toward the summit. | Hint: Read the text about a person in motion.
+Gordon hiked up a tall mountain. He followed a trail all the way to the summit."
+"Question: Is the student text plagiarized? | Choices: [Yes, because it fails to use quotation marks., Yes, because it fails to use quotation marks and fails to cite the source., No, it is not plagiarized., Yes, because it fails to cite the source.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify plagiarism | Lecture: Plagiarism is the act of taking another person's work or ideas and presenting them as your own, either accidentally or on purpose. When you use an outside source in your own writing, you should make sure to cite the source in order to avoid plagiarism. Consider the following source:
+Fisher, Goddu, and Keil, ""Searching for Explanations: How the Internet Inflates Estimates of Internal Knowledge."" Copyright 2015 by the American Psychological Association
+The results of these experiments suggest that searching the Internet may cause a systematic failure to recognize the extent to which we rely on outsourced knowledge. Searching for explanations on the Internet inflates self-assessed knowledge in unrelated domains.
+If you use a direct quotation in your writing, you must use quotation marks around the exact words that were copied from the source, in addition to citing the source.
+Researchers have found that relying on the Internet for information may cause a systematic failure to recognize the extent to which we rely on outsourced knowledge.
+This sentence is plagiarized because it uses the source's exact words without quotation marks and without properly citing the source.
+Researchers have found that relying on the Internet for information ""may cause a systematic failure to recognize the extent to which we rely on outsourced knowledge"" (Fisher, Goddu, and Keil).
+If you paraphrase a source, or put a source's ideas into your own words, you must still cite the source. Even if properly cited, a paraphrase that is too similar to the source in wording or sentence structure is still considered plagiarized.
+According to Fisher, Goddu, and Keil, searching the Internet can lead to a regular failure to perceive the extent to which we rely on outside knowledge.
+This sentence is plagiarized because it is an insufficient paraphrase. Even though it is properly cited, it borrows too much of the source's wording and sentence structure.
+According to Fisher, Goddu, and Keil, relying on the Internet to look up information can make it difficult for us to estimate how much of our knowledge comes from internal versus external sources.
+There are different rules about how to format citations, such as when to include page numbers for print sources. Check a style guide, such as the Modern Language Association (MLA) Handbook, for a complete list of these rules. | Solution: The student text is not plagiarized. It correctly uses quotation marks and properly cites the source.
+According to Sood, ""more than 160,000 convicts were transported to Australia"" between 1788 and 1868.
+Source: Suemedha Sood, ""Australia's penal colony roots."" Published on BBC, 26 Jan. 2012.
+New South Wales, a state in southeast Australia, was founded by the British as a penal colony in 1788. Over the next 80 years, more than 160,000 convicts were transported to Australia from England, Ireland, Scotland and Wales. | Hint: Compare the student text with the source.
+Source: Suemedha Sood, ""Australia's penal colony roots."" Published on BBC, 26 Jan. 2012.
+New South Wales, a state in southeast Australia, was founded by the British as a penal colony in 1788. Over the next 80 years, more than 160,000 convicts were transported to Australia from England, Ireland, Scotland and Wales.
+Student text:
+According to Sood, ""more than 160,000 convicts were transported to Australia"" between 1788 and 1868."
+"Question: Select the living thing. | Choices: [clay, mangrove tree, crayon, mug] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Identify living and nonliving things | Lecture: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
+All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
+All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | Solution: A mug is not a living thing.
+Mugs do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
+Clay is not a living thing.
+Clay does not have all of the traits of a living thing. It can be formed into different shapes, but it does not grow or respond to the world around it. It does not need food or water.
+A crayon is not a living thing.
+Crayons do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
+A mangrove tree is a living thing.
+Mangrove trees grow and respond to their environment. They need food and water. Mangrove trees are made up of many cells.
+Mangrove trees are plants. They make their own food using water, carbon dioxide, and energy from sunlight."
+"Question: Based on this information, what is Asgore's genotype for the wool color gene? | Choices: [white wool, Ll] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. Asgore has one allele for white wool (L) and one allele for black wool (l). So, Asgore's genotype for the wool color gene is Ll. | Hint: In a group of sheep, some individuals have white wool and others have black wool. In this group, the gene for the wool color trait has two alleles. The allele L is for white wool, and the allele l is for black wool.
+Asgore, a sheep from this group, has white wool. Asgore has one allele for white wool and one allele for black wool."
+"Question: Which is a run-on sentence? | Choices: [Lions are mammals, we are mammals, too., This wonderful drink tastes cool and sweet.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence, a fragment, or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
+Knows the answer.
+This is a sentence fragment. It is missing a subject.
+Who knows the answer? She knows the answer.
+The bright red car.
+This is a sentence fragment. It is missing a verb.
+What did the bright red car do? The bright red car stopped.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Lions are mammals, we are mammals, too is a run-on sentence. It has two sentences that are joined by just a comma: Lions are mammals and We are mammals, too."
+"Question: Which figure of speech is used in this text?
+Nicholas's '64 Impala groaned as he turned the ignition. Yet again he resolved to refurbish it over the summer. | Choices: [simile, personification] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses personification, giving human characteristics to nonhuman things.
+Nicholas's '64 Impala groaned describes the car as if it were human."
+"Question: What information supports the conclusion that Nancy inherited this trait? | Choices: [Nancy's parents have red hair. They passed down this trait to Nancy., Nancy and her mother both wear their hair in braids.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Nancy has red hair."
+"Question: Which figure of speech is used in this text?
+""There's nothing I love more than skipping lunch,"" Mr. Scott told the flight attendant when he learned that no food would be available on his cross-country flight. | Choices: [allusion, verbal irony] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Nothing I love more shows verbal irony because Mr. Scott is probably upset that there isn't anything to eat."
+"Question: Which organ holds partially-digested food? | Choices: [stomach, lungs, heart, skeleton] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Human organs and their functions | Lecture: nan | Solution: nan"
+"Question: What is the volume of armos? | Choices: [8 cups, 8 gallons, 8 fluid ounces] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a thermos is 8 cups.
+8 fluid ounces is too little and 8 gallons is too much. | Hint: Select the best estimate."
+"Question: Which object has less thermal energy? | Choices: [a 200-gram mug of cider at a temperature of 85°F, a 200-gram mug of cider at a temperature of 115°F] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: The two mugs of cider have the same mass but different temperatures. Since the 85°F mug of cider is colder than the 115°F mug of cider, it has less thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Using only these supplies, which question can Eric investigate with an experiment? | Choices: [Do watercolor paintings dry faster when placed next to a fan?, Does a large watercolor painting or a small watercolor painting dry faster?, Do watercolor paintings dry faster when they are placed inside or outside?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Eric is painting watercolor pictures with his friend. An hour after they have finished, Eric notices one painting is dry but the other is not. He wonders what factors affect how quickly watercolor paintings dry. So, he decides to design an experiment. He has the following supplies available:
+two freshly painted watercolor pictures of the same size
+his dining room table
+a picnic table in his backyard
+a heater"
+"Question: Is the following trait inherited or acquired?
+Ayana can ride a motorcycle. | Choices: [inherited, acquired] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: People are not born knowing how to ride a motorcycle. Instead, many people learn how to ride. So, riding a motorcycle is an acquired trait."
+"Question: Which sentence is more formal? | Choices: [Vatican City, the world's smallest country, is not a member of the United Nations., Vatican City, the world's smallest country, isn't a member of the United Nations.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: writing-strategies | Skill: Which sentence is more formal? | Lecture: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
+Type | Examples
+slang | cool, awesome
+idioms | knock your socks off
+conversational language | gonna, kinda, yeah
+abbreviated language | ASAP, FYI
+overly simple or imprecise language | he got some stuff at the store
+contractions | can't, won't
+Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
+Compare the following sentences. The first is informal. The second is formal.
+Informal: Yeah, ostriches can't fly, but they're awesome runners.
+Formal: Though ostriches are flightless, they are remarkably adept runners.
+ | Solution: The first sentence is less formal. You can tell because it uses a contraction (isn't).
+The second sentence does not use a contraction, so it is more formal."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Mr. Hammond wanted the new employees to fill out their intake forms, but he couldn't find them., Mr. Hammond wanted the new employees to fill out their intake forms, but he couldn't find the forms.] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The second answer choice contains a vague pronoun reference. The pronoun them could refer to the new employees or their intake forms.
+The first answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the forms.
+Mr. Hammond wanted the new employees to fill out their intake forms, but he couldn't find the forms."
+"Question: Which word would you find on a dictionary page with the following guide words?
+terrify - trousers | Choices: [twig, theme] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since theme is between the guide words terrify - trousers, it would be found on that page."
+"Question: What is the volume of a water pitcher? | Choices: [10 cups, 10 fluid ounces, 10 gallons] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a water pitcher is 10 cups.
+10 fluid ounces is too little and 10 gallons is too much. | Hint: Select the best estimate."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Uncle Ron,, dear Uncle Ron,] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Uncle Ron is capitalized because it is a proper noun."
+"Question: Is there a sentence fragment?
+During the Precambrian period, most of Earth's life forms lived in oceans. Meanwhile, land masses were mostly devoid of life. | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify sentence fragments | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A sentence fragment is a group of words that does not express a complete thought.
+Rehearsing daily because we have a concert in two weeks.
+This fragment is missing a subject. It doesn't tell who is rehearsing.
+The band I'm in.
+This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
+Because we have a concert in two weeks.
+This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | Solution: There is not a sentence fragment. These are complete sentences because they express complete thoughts.
+During the Precambrian period, most of Earth's life forms lived in oceans. Meanwhile, land masses were mostly devoid of life."
+"Question: Would you find the word easily on a dictionary page with the following guide words?
+edge - envy | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade7 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since easily is not between the guide words edge - envy, it would not be found on that page."
+"Question: Which is a simple sentence? | Choices: [We can pack our bags tonight, or we can wait until morning., The engine in the car makes a strange noise.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: grammar | Skill: Is the sentence simple or compound? | Lecture: A simple sentence is a sentence with only one subject and predicate.
+The pitcher threw the ball to first base.
+A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
+The pitcher threw the ball, and the batter hit it.
+Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
+Anna and James will watch the fireworks tonight.
+This simple sentence has a compound subject, Anna and James.
+The singers bowed and walked off the stage.
+This simple sentence has a compound predicate, bowed and walked off the stage.
+Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
+In the winter, Farmer Ben wears his heavy coat.
+This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | Solution: The first sentence is the simple sentence. It has one subject and predicate.
+The engine in the car makes a strange noise."
+"Question: Which announcement is more formal? | Choices: [The Centerville Law Firm is so happy to tell you . . ., The Centerville Law Firm is pleased to announce . . .] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Which text is most formal? | Lecture: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
+Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
+Compare the following sentences.
+Informal: Yeah, ostriches can't fly, but I think they're awesome.
+More formal: Ostriches may be flightless, but they're remarkable runners.
+Most formal: Though flightless, ostriches are remarkable runners. | Solution: The first announcement is more formal. It uses more elevated language (pleased to announce). The other announcement sounds more conversational (so happy)."
+"Question: Which object has the most thermal energy? | Choices: [a 100-gram cup of black tea at a temperature of 47°C, a 100-gram cup of black tea at a temperature of 62°C, a 100-gram cup of black tea at a temperature of 56°C] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three cups of black tea have the same mass but different temperatures. Since the 62°C cup of black tea is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Compare the motion of three motorboats. Which motorboat was moving at the highest speed? | Choices: [a motorboat that moved 210miles west in 5hours, a motorboat that moved 60miles east in 5hours, a motorboat that moved 70miles south in 5hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the mile.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. | Solution: Look at the distance each motorboat moved and the time it took to move that distance. The direction each motorboat moved does not affect its speed.
+Notice that each motorboat moved for 5 hours. The motorboat that moved 210 miles moved the farthest distance in that time. So, that motorboat must have moved at the highest speed."
+"Question: Which text uses the word factoid in its traditional sense? | Choices: [As a geneticist, Kelly dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field., As a geneticist, Kelly enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The second text uses factoid in its traditional sense: something made up presented as a true fact.
+As a geneticist, Kelly dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.
+The first text uses factoid in its nontraditional sense: a trivial but true fact.
+As a geneticist, Kelly enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.
+Most style guides recommend to use the traditional sense of the word factoid because it is considered more standard."
+"Question: Is there a surplus or a shortage of plane tickets? | Choices: [surplus, shortage] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Identify shortage and surplus | Lecture: There is a surplus if there is too much for sale at a given price.
+There is a shortage if there is not enough for sale at a given price.
+Surpluses and shortages usually happen when people who are selling goods or services charge too much or too little.
+When the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.
+When the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage. | Solution: At the current price, there are not enough tickets for sale. There are 160 tickets for sale, but 230 people want to buy one.
+So, there is a shortage of tickets. | Hint: There are 160 seats on a flight from New York to Chicago. Tickets for the flight cost $340. At that price, 230 people want to buy a ticket."
+"Question: Which logical fallacy is used in the text?
+How could Mia have anything insightful to say about foreign affairs? She grew up on a farm. | Choices: [appeal to nature: the assumption that natural things are always good, bandwagon fallacy: the assumption that the popular choice is automatically correct, ad hominem: an attack against the person making the argument, rather than the argument itself] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Mia cannot be insightful about foreign affairs because she grew up on a farm. This is a personal attack that isn't relevant to whether she knows about foreign affairs. This illustrates a type of logical fallacy known as ad hominem."
+"Question: Which closing is correct for a letter? | Choices: [Your niece,
+Janet, Your Niece,
+Janet] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second closing is correct:
+Its first word is capitalized, and it ends with a comma."
+"Question: Complete the statement.
+Chloroform is (). | Choices: [a compound, an elementary substance] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: You can tell whether chloroform is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for chloroform is CHCl3. This formula contains three symbols: C for carbon, H for hydrogen, and Cl for chlorine. So, the formula tells you that chloroform is made of three chemical elements bonded together.
+Substances made of two or more chemical elements bonded together are compounds. So, chloroform is a compound. | Hint: Chloroform was once used for pain relief. It is no longer used because it can be dangerous to humans. The chemical formula for chloroform is CHCl3."
+"Question: Compare the motion of two trains. Which train was moving at a higher speed? | Choices: [a train that moved 635kilometers in 5hours, a train that moved 605kilometers in 5hours] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare the speeds of moving objects | Lecture: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
+Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
+Time tells you how long the object has spent moving. One unit used to measure time is the hour.
+Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Solution: Look at the distance each train moved and the time it took to move that distance.
+One train moved 635 kilometers in 5 hours.
+The other train moved 605 kilometers in 5 hours.
+Notice that each train spent the same amount of time moving. The train that moved 635 kilometers moved a farther distance in that time. So, that train must have moved at a higher speed."
+"Question: Select the one substance that is not a mineral. | Choices: [Native gold is a pure substance. It is not made by living things., A shark's tooth is not a pure substance. It is formed in nature., Potassium feldspar is a pure substance. It is a solid.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Native gold is a mineral.
+Potassium feldspar is a mineral.
+A shark's tooth is not a pure substance. But all minerals are pure substances.
+So, a shark's tooth is not a mineral."
+"Question: Based on this information, what is this fruit fly's genotype for the body color gene? | Choices: [BB, a gray body] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's genotype for a gene is its combination of alleles for that gene. The fruit fly has two alleles for a gray body (B). So, the fly's genotype for the body color gene is BB. | Hint: In a group of fruit flies, some individuals have a gray body and others have a black body. In this group, the gene for the body color trait has two alleles. The allele B is for a gray body, and the allele b is for a black body.
+A certain fruit fly from this group has a gray body. This fly has two alleles for a gray body."
+"Question: How long is a basketball court? | Choices: [30 yards, 30 feet] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?
+The number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.
+Now look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.
+There are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.
+There are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. | Solution: The better estimate for the length of a basketball court is 30 yards.
+30 feet is too short. | Hint: Select the better estimate."
+"Question: Which correctly shows the title of a movie? | Choices: [***Now You See Me***, ""Now You See Me""] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: punctuation | Skill: Formatting titles | Lecture: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
+A Midsummer Night's Dream
+The title of a poem, song, article, or short story should be in quotation marks.
+""You Are My Sunshine"" | Solution: A movie should be in italics.
+The correct title is **Now You See Me**."
+"Question: Complete the sentence.
+The Fourth Amendment says that the government needs to have a good reason before it can () a person. | Choices: [hire, enslave, tax, search] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: civics | Skill: The Bill of Rights | Lecture: nan | Solution: The Fourth Amendment says that the government needs to have a good reason before it can search a person or his or her property. The Fourth Amendment says that ""unreasonable searches"" are not allowed. It is not always clear what makes a search ""unreasonable."" But a search for no reason is definitely unreasonable! Police officers and other government employees search people every day. There are many good reasons the government might have to search someone. For example, the person might be acting in a suspicious or strange way. Or a police officer might see something against the law before the search. It is often hard to know if the government has a good enough reason to do a search. Often a judge will have to decide. The full text of the Fourth Amendment is below. How can a police officer or other member of the government get the right to search someone? The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized."
+"Question: Which statement describes the asteroid's motion? | Choices: [The asteroid has a constant velocity., The asteroid is accelerating.] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: physics | Skill: Identify whether objects are accelerating | Lecture: An object's velocity describes its speed and its direction.
+An object has a constant velocity when neither its speed nor its direction is changing. So, an object has a constant velocity when the object is:
+moving in a straight line at a constant speed, or
+remaining motionless.
+If an object does not have a constant velocity, the object is accelerating. An object is accelerating when either its speed or its direction is changing. So, an object is accelerating when the object is:
+speeding up,
+slowing down, or
+changing direction. | Solution: The asteroid is moving in a straight line at a constant speed. So, the asteroid has a constant velocity. | Hint: An asteroid is flying directly toward Mars at a steady speed."
+"Question: Which figure of speech is used in this text?
+You've reached Andy Conway's voice mail. Please leave a detailed message at the beep, and I will return your call at my earliest convenience. | Choices: [onomatopoeia, idiom] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses onomatopoeia, a word that expresses a sound.
+Beep represents the sound that tells the caller to start recording a message."
+"Question: What is the mass of an elephant? | Choices: [5,220 grams, 5,220 kilograms] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of an elephant is 5,220 kilograms.
+5,220 grams is too light. | Hint: Select the better estimate."
+"Question: Which word is not like the others? | Choices: [cent, dollar, penny, buy] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: vocabulary | Skill: Which word is not like the others? | Lecture: Some words are alike. They go together in a group.
+Red, blue, and green go together. They are colors.
+Mom, dad, grandma, and grandpa go together. They are people in a family. | Solution: Cent, penny, and dollar go together. They are money. Buy is not money, so it is not like the other words."
+"Question: Select the one true statement. | Choices: [Chromosomes store nutrients, water, and waste in an animal cell., The vacuoles of an animal cell use sunlight to make sugar., In a plant cell, the endoplasmic reticulum helps ribosomes build proteins.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Compare cells and cell parts | Lecture: nan | Solution: nan"
+"Question: Based on this information, what is this plant's phenotype for the flower position trait? | Choices: [terminal flowers, axial flowers] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: biology | Skill: Genetics vocabulary: dominant and recessive | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
+Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
+An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
+An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
+The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
+A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
+A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Solution: The pea plant's genotype for the flower position gene is ff. The pea plant's genotype of ff has only f alleles. The f allele is for terminal flowers. So, the pea plant's phenotype for the flower position trait must be terminal flowers.
+To check this answer, consider whether the pea plant's alleles are dominant or recessive. The allele for terminal flowers (f) is recessive to the allele for axial flowers (F). This means F is a dominant allele, and f is a recessive allele.
+The pea plant's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the pea plant's phenotype for the flower position trait must be terminal flowers. | Hint: This passage describes the flower position trait in pea plants:
+
+In a group of pea plants, some individuals have axial flowers and others have terminal flowers. In this group, the gene for the flower position trait has two alleles. The allele for terminal flowers (f) is recessive to the allele for axial flowers (F).
+A certain pea plant from this group has the homozygous genotype ff for the flower position gene."
+"Question: What do these two changes have in common?
+bending a paper clip
+mixing sand and water | Choices: [Both are chemical changes., Both are caused by cooling., Both are caused by heating., Both are only physical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Bending a paper clip is a physical change. After you bend it, the paper clip has a different shape. But it is still made of the same type of matter.
+Mixing sand and water is a physical change. Adding water makes the sand wet. But both the sand and water are still made of the same type of matter as before.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Neither change is caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Would you find the word tangle on a dictionary page with the following guide words?
+throttle - truth | Choices: [yes, no] | Task: yes or no | Subject: language science | Grade: grade6 | Topic: reference-skills | Skill: Use guide words | Lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
+To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
+If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Solution: Put the words in alphabetical order.
+Since tangle is not between the guide words throttle - truth, it would not be found on that page."
+"Question: Which word is not like the others? | Choices: [cent, dollar, penny, sell] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: vocabulary | Skill: Which word is not like the others? | Lecture: Some words are alike. They go together in a group.
+Red, blue, and green go together. They are colors.
+Mom, dad, grandma, and grandpa go together. They are people in a family. | Solution: Dollar, cent, and penny go together. They are money. Sell is not money, so it is not like the other words."
+"Question: Is this a sentence fragment?
+By the time the Guerra Bianca, or White War, ended in 1917, Italian and Austro-Hungarian soldiers fighting for three years in extreme conditions at altitudes of up to twelve thousand feet. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify sentence fragments | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A sentence fragment is a group of words that does not express a complete thought.
+Rehearsing daily because we have a concert in two weeks.
+This fragment is missing a subject. It doesn't tell who is rehearsing.
+The band I'm in.
+This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
+Because we have a concert in two weeks.
+This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | Solution: This is a sentence fragment. It does not express a complete thought.
+By the time the Guerra Bianca, or White War, ended in 1917, Italian and Austro-Hungarian soldiers fighting for three years in extreme conditions at altitudes of up to twelve thousand feet.
+Here is one way to fix the sentence fragment:
+By the time the Guerra Bianca, or White War, ended in 1917, Italian and Austro-Hungarian soldiers had been fighting for three years in extreme conditions at altitudes of up to twelve thousand feet."
+"Question: What do these two changes have in common?
+ice melting in a glass
+molding clay into the shape of a pot | Choices: [Both are caused by cooling., Both are caused by heating., Both are only physical changes., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Ice melting in a glass is a change of state. So, it is a physical change. The solid ice becomes liquid, but it is still made of water. A different type of matter is not made.
+Molding clay into the shape of a pot is a physical change. The clay gets a different shape. But it is made of the same type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Ice melting is caused by heating. But molding clay is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Which object has the most thermal energy? | Choices: [a 150-gram glass of water at a temperature of 42°F, a 150-gram glass of water at a temperature of 85°F, a 150-gram glass of water at a temperature of 56°F] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: All three glasses of water have the same mass but different temperatures. Since the 85°F glass of water is the hottest, it has the most thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: What is the temperature of a pot of boiling soup? | Choices: [215°C, 215°F] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: units-and-measurement | Skill: Estimate temperatures | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
+212°F | Water boils | 100°C
+98.6°F | Body temperature | 37°C
+68°F | Room temperature | 20°C
+32°F | Water freezes | 0°C
+ | Solution: The better estimate for the temperature of a pot of boiling soup is 215°F.
+215°C is too hot. | Hint: Select the better estimate."
+"Question: Which text uses the word terribly in its traditional sense? | Choices: [Arianna decided to make escargots using the small snails from her garden, but she prepared them terribly. Since she'd forgotten to add garlic, the taste was disappointing., Arianna made escargots using the small snails from her garden. She prepared them according to the recipe but found the chewy texture terribly disappointing.] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Explore words with new or contested usages | Lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
+When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
+Britney perused her notes, carefully preparing for her exam.
+The traditional usage above is considered more standard.
+David perused the magazine, absentmindedly flipping through the pages.
+The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | Solution: The first text uses terribly in its traditional sense: in a terrible manner.
+Arianna decided to make escargots using the small snails from her garden, but she prepared them terribly. Since she'd forgotten to add garlic, the taste was disappointing.
+The second text uses terribly in its nontraditional sense: extremely; very.
+Arianna made escargots using the small snails from her garden. She prepared them according to the recipe but found the chewy texture terribly disappointing.
+Most style guides recommend to use the traditional sense of the word terribly because it is considered more standard."
+"Question: Complete the statement.
+Lithium chloride is (). | Choices: [an elementary substance, a compound] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: chemistry | Skill: Classify elementary substances and compounds using chemical formulas | Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
+A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
+Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
+The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one atomic symbol.
+The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
+For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple atomic symbols.
+The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | Solution: You can tell whether lithium chloride is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
+The chemical formula for lithium chloride, LiCl, contains two atomic symbols: Li for lithium and Cl for chlorine. So, the formula tells you that lithium chloride is composed of two chemical elements bonded together.
+Since lithium chloride is composed of multiple chemical elements bonded together, lithium chloride is a compound. | Hint: Lithium chloride can be used to create red fireworks. The chemical formula for lithium chloride is LiCl."
+"Question: Select the invertebrate. | Choices: [pipevine swallowtail butterfly, human, whiptail lizard, cockatoo] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: A whiptail lizard is a reptile. Like other reptiles, a whiptail lizard is a vertebrate. It has a backbone.
+A cockatoo is a bird. Like other birds, a cockatoo is a vertebrate. It has a backbone.
+A human is a mammal. Like other mammals, a human is a vertebrate. It has a backbone.
+A pipevine swallowtail butterfly is an insect. Like other insects, a pipevine swallowtail butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton. | Hint: Hint: Insects, spiders, and worms are invertebrates."
+"Question: What is the volume of a large soup pot? | Choices: [6 liters, 6 milliliters] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
+There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
+A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | Solution: The better estimate for the volume of a large soup pot is 6 liters.
+6 milliliters is too little. | Hint: Select the better estimate."
+"Question: Which would stretch more? | Choices: [rock, nylon swim shorts] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Stretchy is a property. A stretchy material gets longer when you pull on it.
+Look at each picture, one at a time. Imagine pulling on the material shown in each picture.
+Of the choices, the nylon swim shorts would stretch more. If you pull the leg opening on a pair of nylon swim shorts, it will get wider."
+"Question: Which greeting is correct for a letter? | Choices: [Dear dr. McKnight,, Dear Dr. McKnight,] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: punctuation | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The first greeting is correct:
+Its first word is capitalized, and it ends with a comma. Dr. McKnight is capitalized because it is a proper noun."
+"Question: What do these two changes have in common?
+an old sandwich rotting in a trashcan
+baking cookies | Choices: [Both are only physical changes., Both are chemical changes., Both are caused by cooling., Both are caused by heating.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Chemical changes and physical changes are two common ways matter can change.
+In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
+In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+A sandwich rotting is a chemical change. The matter in the sandwich breaks down and slowly turns into a different type of matter.
+Baking cookies is a chemical change. The type of matter in the cookie dough changes when it is baked. The cookie dough turns into cookies!
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are chemical changes. They are not physical changes.
+Both are chemical changes.
+Both changes are chemical changes. The type of matter before and after each change is different.
+Both are caused by heating.
+Baking is caused by heating. But a sandwich rotting is not.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: What is the source of the allusion in the sentence below?
+Ben says that he would not be the person he is today were it not for his childhood, which he describes as Dickensian. | Choices: [a song, literature] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Dickensian is literature.
+The works of British author Charles Dickens often featured characters struggling to survive in settings such as debtors' prisons and orphanages.
+The allusion Dickensian means harsh or poverty-stricken."
+"Question: Select the amphibian. | Choices: [black howler, red-headed poison frog, salmon, thresher shark] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify mammals, birds, fish, reptiles, and amphibians | Lecture: Amphibians have moist skin and begin their lives in water. | Solution: A red-headed poison frog is an amphibian. It has moist skin and begins its life in water.
+Poison dart frogs come in many bright colors. Their bright color warns other animals that these frogs are poisonous.
+A black howler is a mammal. It has hair and feeds its young milk.
+Howler monkeys have loud calls, or howls. Their calls can be heard over three miles away!
+A thresher shark is a fish. It lives underwater. It has fins, not limbs.
+A thresher shark has a long tail. It can use its tail to hit and stun prey.
+A salmon is a fish. It lives underwater. It has fins, not limbs.
+Unlike most other fish, salmon can live in both fresh water and salt water."
+"Question: What do these two changes have in common?
+water evaporating from a lake
+dry ice sublimating and becoming a gas | Choices: [Both are caused by cooling., Both are caused by heating., Both are chemical changes.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: chemistry | Skill: Compare physical and chemical changes | Lecture: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
+In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
+Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
+In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
+A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
+The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Solution: Step 1: Think about each change.
+Water evaporating from a lake is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
+Dry ice is solid carbon dioxide. When dry ice gets warm, it changes state and becomes carbon dioxide gas. This change of state, from solid to gas, is called sublimation.
+Dry ice becoming a gas is a physical change. A change of state does not form a different type of matter.
+Step 2: Look at each answer choice.
+Both are only physical changes.
+Both changes are physical changes. No new matter is created.
+Both are chemical changes.
+Both changes are physical changes. They are not chemical changes.
+Both are caused by heating.
+Both changes are caused by heating.
+Both are caused by cooling.
+Neither change is caused by cooling."
+"Question: Last year, 50,000 people lived in the city of Riverside. But since then, 8,000 people have moved away. What probably happened to the overall supply of houses for sale in Riverside? | Choices: [The supply probably went down., The supply probably went up.] | Task: closed choice | Subject: social science | Grade: grade5 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: The population of Riverside fell by 8,000 people. Many of the people who have left are probably trying to sell their houses. Since more people are trying to sell their houses, the number of suppliers of houses for sale in Riverside has gone up. So, the supply of houses for sale probably went up, too."
+"Question: Which object has more thermal energy? | Choices: [a 125-gram glass of grape juice at a temperature of 5°C, a 125-gram glass of grape juice at a temperature of 20°C] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two glasses of grape juice have the same mass but different temperatures. Since the 20°C glass of grape juice is hotter than the 5°C glass of grape juice, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: Which logical fallacy is used in the text?
+The number of off-leash dogs I've seen in Silvergrove is completely unacceptable. Let's make our streets safe again by addressing this dog problem, before our city becomes a haven for criminals. | Choices: [false dichotomy: an argument that presents only two choices when more options exist, red herring: the use of a completely unrelated topic or idea] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | a personal attack meant to discredit one's opponent
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+red herring | the use of a completely unrelated topic in support of a claim
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a very broad claim based on very little evidence
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that off-leash dogs would somehow cause an increase in crime in Silvergrove. However, these two ideas aren't related. This illustrates a type of logical fallacy known as a red herring."
+"Question: Is there a sentence fragment?
+Spring and fall—the best times to enjoy the lake and avoid the crowds of summer. No fees or permits are required then. | Choices: [no, yes] | Task: yes or no | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Identify sentence fragments | Lecture: A sentence is a group of words that expresses a complete thought.
+The band I'm in has been rehearsing daily because we have a concert in two weeks.
+A sentence fragment is a group of words that does not express a complete thought.
+Rehearsing daily because we have a concert in two weeks.
+This fragment is missing a subject. It doesn't tell who is rehearsing.
+The band I'm in.
+This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
+Because we have a concert in two weeks.
+This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | Solution: There is a sentence fragment that does not express a complete thought.
+Spring and fall—the best times to enjoy the lake and avoid the crowds of summer. No fees or permits are required then.
+Here is one way to fix the sentence fragment:
+Spring and fall are the best times to enjoy the lake and avoid the crowds of summer. No fees or permits are required then."
+"Question: Which change best matches the sentence?
+A large amount of rock and soil tumbles down a slope. | Choices: [deposition, landslide, drought] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: Classify changes to Earth's surface II | Lecture: nan | Solution: nan"
+"Question: What kind of sentence is this?
+Tiana put a bandage on my cut. | Choices: [declarative, interrogative] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
+I have an older brother and a younger sister.
+An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
+How tall are you?
+An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+Read the first chapter by next week.
+Look out for that car!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+Some whales are over ninety feet long!
+I can't wait until tomorrow! | Solution: The sentence tells about something, and it ends with a period. It is a declarative sentence."
+"Question: Which is a compound sentence? | Choices: [The corridor in the basement was dark and damp, so Lauren put on a sweater and found a flashlight., Rosanne and her sisters drew a map of the United States and hung it on the wall.] | Task: closed choice | Subject: language science | Grade: grade5 | Topic: grammar | Skill: Is the sentence simple, compound, or complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw a flash of lightning, and seconds later we heard the rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | Solution: The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction so.
+The corridor in the basement was dark and damp, so Lauren put on a sweater and found a flashlight."
+"Question: What does the idiom in this text suggest?
+In such an unfamiliar environment, Oliver was a fish out of water. | Choices: [Oliver didn't have any friends., Oliver felt out of place.] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Interpret figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake. | Solution: The text uses an idiom, an expression that cannot be understood literally.
+The idiom a fish out of water suggests that Oliver felt out of place. A fish out of water is someone out of his or her usual, comfortable environment."
+"Question: What is the source of the allusion in the sentence below?
+Red velvet cupcakes were Jenny's Achilles's heel when she was trying to eat more healthily. | Choices: [Greek mythology, a movie] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion Achilles's heel is Greek mythology.
+In Greek mythology, Achilles's mother dips him in a river that protects his body wherever it touches. His heel does not get wet, so it is the one part of his body left unprotected. During the Trojan War, an arrow hits Achilles in the heel and kills him.
+The allusion Achilles's heel means a sole weakness."
+"Question: What is the volume of a water pitcher? | Choices: [12 cups, 12 fluid ounces, 12 gallons] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose customary units of volume | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Volume is a measurement of how much space something takes up.
+There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
+As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
+A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | Solution: The best estimate for the volume of a water pitcher is 12 cups.
+12 fluid ounces is too little and 12 gallons is too much. | Hint: Select the best estimate."
+"Question: Which of the following contains a vague pronoun reference? | Choices: [Zach and his best friend go to the same college, but he is graduating this coming June., Zach and his best friend go to the same college, but Zach is graduating this coming June.] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: writing-strategies | Skill: Identify vague pronoun references | Lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
+When Lisa and Kim finally landed, she breathed a sigh of relief.
+The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
+Vague pronoun references can be corrected in one of two ways:
+1. Replace the pronoun with its correct antecedent:
+When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
+2. Rewrite the sentence:
+Lisa breathed a sigh of relief when she and Kim finally landed.
+A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
+They say that this nail polish dries in less than five minutes.
+The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
+This problem can be fixed by replacing the pronoun with its missing antecedent.
+The advertisements say that this nail polish dries in less than five minutes. | Solution: The first answer choice contains a vague pronoun reference. The pronoun he could refer to Zach or his best friend.
+The second answer choice shows a possible correction for the vague pronoun reference. He has been replaced with Zach.
+Zach and his best friend go to the same college, but Zach is graduating this coming June."
+"Question: What is the source of the allusion in the sentence below?
+Yesterday's tennis match was a classic David and Goliath story, with Jayce playing against his former team captain, Tamir. | Choices: [the Bible, a poem] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion David and Goliath is the Bible.
+In the Bible, a young man named David slays Goliath, a giant and champion warrior, using nothing more than a sling and a stone.
+The allusion David and Goliath means involving unequal rivals."
+"Question: Based on this information, what is Henry's phenotype for the leg color trait? | Choices: [yellow legs, ll] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Henry's observable version of the leg color trait is yellow legs. So, Henry's phenotype for the leg color trait is yellow legs. | Hint: In a group of chickens, some individuals have white legs and others have yellow legs. In this group, the gene for the leg color trait has two alleles. The allele L is for white legs, and the allele l is for yellow legs.
+Henry, a chicken from this group, has yellow legs. Henry has two alleles for yellow legs."
+"Question: What information supports the conclusion that Philip inherited this trait? | Choices: [Philip's mother cuts his hair every month., Philip's parents have blond hair. They passed down this trait to Philip.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Philip has blond hair."
+"Question: Which figure of speech is used in this text?
+We were expecting twenty guests, but only ten came. We had enough extra food to feed the entire town! | Choices: [hyperbole, euphemism] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected. | Solution: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
+Feed the entire town is an exaggeration, since it's unlikely that there would be enough food to feed the number of people who live in a town."
+"Question: What information supports the conclusion that Wesley inherited this trait? | Choices: [Wesley's parents were born with straight hair. They passed down this trait to Wesley., Wesley and his father both have short hair.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Wesley has straight hair."
+"Question: Select the one substance that is not a mineral. | Choices: [Hornblende is formed in nature. It is a pure substance., Diamond is a pure substance. It is formed in nature., Candle wax is not a pure substance. It is made by humans.] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: earth-science | Skill: Identify minerals using properties | Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
+Minerals and rocks have the following properties:
+Property | Mineral | Rock
+It is a solid. | Yes | Yes
+It is formed in nature. | Yes | Yes
+It is not made by organisms. | Yes | Yes
+It is a pure substance. | Yes | No
+It has a fixed crystal structure. | Yes | No
+You can use these properties to tell whether a substance is a mineral, a rock, or neither.
+Look closely at the last three properties:
+Minerals and rocks are not made by organisms.
+Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
+Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
+A mineral is a pure substance, but a rock is not.
+A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
+A mineral has a fixed crystal structure, but a rock does not.
+The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
+However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Solution: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
+Candle wax is not a pure substance. But all minerals are pure substances.
+Candle wax is made by humans. But minerals are not made by living things.
+So, candle wax is not a mineral.
+Diamond is a mineral.
+Hornblende is a mineral."
+"Question: Which type of sentence is this?
+An avid reader, Jared attends weekly book club meetings, and he finishes several novels every month. | Choices: [simple, compound-complex, complex, compound] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+An avid reader, Jared attends weekly book club meetings, and he finishes several novels every month."
+"Question: What information supports the conclusion that Pedro acquired this trait? | Choices: [Pedro is most interested in American history., Pedro learned history by reading.] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Pedro knows a lot about history."
+"Question: Which tense does the sentence use?
+Rosa needs a new pair of shoes. | Choices: [past tense, present tense, future tense] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: verbs | Skill: Is the sentence in the past, present, or future tense? | Lecture: Present tense verbs tell you about something that is happening now.
+Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
+Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
+Past tense verbs tell you about something that has already happened.
+Most past-tense verbs are regular. They end in -ed.
+Some verbs are irregular in the past tense. You must remember their past-tense forms.
+Future tense verbs tell you about something that is going to happen.
+All future-tense verbs use the word will.
+Present | Past | Future
+walk, walks | walked | will walk
+go, goes | went | will go | Solution: The sentence is in present tense. You can tell because it uses a present-tense verb, needs. The verb ends in -s and tells you about something that is true or happening now."
+"Question: Is the following trait inherited or acquired?
+Colton has naturally dark skin. | Choices: [acquired, inherited] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: biology | Skill: Identify inherited and acquired traits | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Solution: Humans do not choose their skin color. Babies get their skin color from their parents. So, Colton's skin color is an inherited trait. | Hint: Hint: Humans are born with their skin color."
+"Question: Select the one true statement. | Choices: [The cell membrane stores nutrients, water, and waste in a plant cell., In animal cells, lysosomes break down waste and worn-out cell parts., The endoplasmic reticulum breaks down sugar to release energy that an animal cell can use.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Compare cells and cell parts | Lecture: nan | Solution: nan"
+"Question: What information supports the conclusion that Lester acquired this trait? | Choices: [Lester can cook food over a fire., Lester learned how to build a fire at summer camp.] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Lester knows how to build a fire."
+"Question: A drought has made this year's tomato harvest smaller than usual. What will probably happen to the overall supply of tomato sauce? | Choices: [The supply will probably go up., The supply will probably go down.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Since the tomato harvest was smaller than usual, tomatoes will be harder to get. Because tomatoes are a resource for making tomato sauce, tomato sauce will be harder to make. So, the supply of tomato sauce will probably go down."
+"Question: Select the elementary substance. | Choices: [hydrogen peroxide (H2O2), magnesium (Mg), hydrazine (N2H4)] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: chemistry | Skill: Identify elementary substances and compounds using chemical formulas | Lecture: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
+Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
+The symbol for each element in a substance is shown in the substance's chemical formula.
+An elementary substance is represented by a chemical formula that contains only one symbol.
+The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
+For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
+The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
+A compound is represented by a chemical formula that contains multiple symbols.
+For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Solution: Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for hydrogen peroxide contains two symbols: H for hydrogen and O for oxygen. So, hydrogen peroxide is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, hydrogen peroxide is a compound, not an elementary substance. The chemical formula for magnesium contains one symbol: Mg. So, magnesium is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, magnesium is an elementary substance. The chemical formula for hydrazine contains two symbols: N for nitrogen and H for hydrogen. So, hydrazine is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, hydrazine is a compound, not an elementary substance."
+"Question: Which figure of speech is used in this text?
+Shelby's phone slipped out of her pocket, landing in the toilet with a plop. | Choices: [verbal irony, onomatopoeia] | Task: closed choice | Subject: language science | Grade: grade6 | Topic: figurative-language | Skill: Classify figures of speech | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses onomatopoeia, a word that expresses a sound.
+Plop represents the sound of the phone landing in the toilet."
+"Question: What is the mass of an elephant? | Choices: [4,630 kilograms, 4,630 grams] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: units-and-measurement | Skill: Choose metric units of mass | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Mass is a measurement of how much matter something contains.
+There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
+There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
+A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | Solution: The better estimate for the mass of an elephant is 4,630 kilograms.
+4,630 grams is too light. | Hint: Select the better estimate."
+"Question: What kind of sentence is this?
+Do you know Bernard from soccer camp, or do you have another connection with him? | Choices: [interrogative, exclamatory, declarative] | Task: closed choice | Subject: language science | Grade: grade8 | Topic: punctuation | Skill: Is the sentence declarative, interrogative, imperative, or exclamatory? | Lecture: There are four kinds of sentences.
+A declarative sentence is a statement, and it always ends with a period.
+The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
+An interrogative sentence is a question, and it always ends with a question mark.
+Do you have any plans for the upcoming weekend?
+An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
+For this assignment, use references to support your claims.
+Don't drive so quickly in the construction zone!
+An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
+I can't wait to travel through Europe this summer! | Solution: The sentence asks something, and it ends with a question mark. It is an interrogative sentence."
+"Question: Using only these supplies, which question can Kelly investigate with an experiment? | Choices: [Does a plastic sled or a wooden sled go down a hill faster?, Does a rubber inner tube sled go faster down a small hill or down a big hill?, Does a rubber inner tube sled or a plastic sled go faster down a hill?] | Task: closed choice | Subject: natural science | Grade: grade8 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Kelly is sledding with her friends. She notices that some of them go faster down the sledding hill. She wonders what factors affect sledding speed. So, she decides to design an experiment. She has the following supplies available:
+access to a small snow-covered hill at the park
+a small plastic sled
+a large plastic sled
+a rubber inner tube sled
+a stopwatch"
+"Question: Suppose Nina decides to see the tamarins. Which result would be a cost? | Choices: [Nina will spend more time walking to the tamarins. They are on the other side of the zoo, but the vultures are close by., Nina will enjoy seeing the tamarins more than she would have enjoyed seeing the vultures.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Costs and benefits | Lecture: Before you decide to do something, it is often helpful to list costs and benefits.
+Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
+Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | Solution: This result is a cost. It involves giving up or spending something that Nina wants or needs:
+Nina will spend more time walking to the tamarins. They are on the other side of the zoo, but the vultures are close by. | Hint: Nina is deciding whether to see the tamarins or the vultures at the zoo. She wants to see lots of animals, but the zoo is closing soon."
+"Question: Which logical fallacy is used in the text?
+That teenager just ran a stop sign! That settles it: teenagers are bad drivers. | Choices: [appeal to nature: the assumption that natural things are always good, ad hominem: an attack against the person making the argument, rather than the argument itself, hasty generalization: a broad claim based on too few observations] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that a single teenager running a stop sign indicates that all young people are bad drivers. However, a single observation is usually not enough to draw a conclusion about a much bigger group of people. This illustrates a type of logical fallacy known as a hasty generalization."
+"Question: Complete the statement. Assume that the water balloon's mass did not change.
+The gravitational potential energy stored between the water balloon and Earth () as the water balloon fell toward Richard. | Choices: [stayed the same, decreased, increased] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: physics | Skill: Identify changes in gravitational potential energy | Lecture: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
+The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
+If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
+When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
+increases | increases
+decreases | decreases
+stays the same | stays the same | Solution: Think about how the distance between the water balloon and the center of Earth changed.
+Richard was lower than the balcony. As the water balloon fell toward Richard, the distance between the water balloon and the center of Earth decreased. So, the gravitational potential energy stored between the water balloon and Earth decreased as the water balloon fell toward Richard. | Hint: Read the text about an object in motion.
+Adriana dropped a water balloon off a balcony. The water balloon fell toward her friend Richard, who was standing below the balcony."
+"Question: Which object has more thermal energy? | Choices: [a 175-gram baked potato at a temperature of 55°C, a 175-gram baked potato at a temperature of 65°C] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | Solution: The two baked potatoes have the same mass but different temperatures. Since the 65°C potato is hotter than the 55°C potato, it has more thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: The city of Danville has been one of the world's biggest makers of cough drops for many years. But last month, Danville's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops? | Choices: [The supply will probably go up., The supply will probably go down.] | Task: closed choice | Subject: social science | Grade: grade4 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Floods destroyed the cough drop factories in Danville. The number of producers of cough drops went down. So, the supply of cough drops will probably go down."
+"Question: Which figure of speech is used in this text?
+It's an open secret that Johnny is writing a book based on his experiences living in Singapore. He never talks about it, but almost all his friends know. | Choices: [apostrophe, oxymoron] | Task: closed choice | Subject: language science | Grade: grade11 | Topic: figurative-language | Skill: Classify the figure of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
+We are united. We are powerful. We are winners.
+Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
+I want to help, not to hurt.
+Apostrophe is a direct address to an absent person or a nonhuman entity.
+Oh, little bird, what makes you sing so beautifully?
+Assonance is the repetition of a vowel sound in a series of nearby words.
+Try to light the fire.
+Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
+Never let a fool kiss you or a kiss fool you.
+A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
+The head of Human Resources would never refer to firing people, only to laying them off.
+Hyperbole is an obvious exaggeration that is not meant to be taken literally.
+I ate so much that I think I might explode!
+An oxymoron is a joining of two seemingly contradictory terms.
+Some reviewers are calling this book a new classic.
+A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
+Always expect the unexpected.
+Understatement involves deliberately representing something as less serious or important than it really is.
+As you know, it can get a little cold in the Antarctic. | Solution: The text uses an oxymoron, a joining of two seemingly contradictory terms.
+Open secret is a contradiction, because open describes something that is freely or publicly known, and a secret is hidden."
+"Question: How long does it take to fly across the United States in an airplane? | Choices: [7 minutes, 7 hours] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: units-and-measurement | Skill: Choose units of time | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
+The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
+Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
+There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
+There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | Solution: The better estimate for how long it takes to fly across the United States in an airplane is 7 hours.
+7 minutes is too fast. | Hint: Select the better estimate."
+"Question: How long is a hiking trail? | Choices: [3 miles, 3 inches, 3 yards] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of a hiking trail is 3 miles.
+3 inches and 3 yards are both too short. | Hint: Select the best estimate."
+"Question: Which figure of speech is used in this text?
+""Your new hairstyle is so boring!"" Dean remarked when his sister showed up with a pink-and-blue mohawk. | Choices: [verbal irony, simile] | Task: closed choice | Subject: language science | Grade: grade9 | Topic: figurative-language | Skill: Classify figures of speech: review | Lecture: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
+Alliteration is the repetition of sounds at the beginning of nearby words.
+What a lucky little lady you are!
+An allusion is a brief reference to something or someone well known, often from history or literature.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+An idiom is an expression that cannot be understood literally. Its meaning must be learned.
+The assignment was a piece of cake.
+A simile uses like or as to compare two things that are not actually alike.
+The cat's fur was as dark as the night.
+A metaphor compares two things that are not actually alike without using like or as.
+The snow formed a blanket over the town.
+Onomatopoeia involves using a word that expresses a sound.
+The scrambled eggs hit the floor with a splat.
+Personification is giving human characteristics to nonhuman things.
+The trees danced in the wind.
+A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
+A great new broom is sweeping the nation.
+Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
+Olivia seems thrilled that her car keeps breaking down.
+Each breakdown is as enjoyable as a punch to the face. | Solution: The text uses verbal irony, which involves saying one thing but implying something very different.
+Boring shows verbal irony because Dean's sister's hairstyle is not at all boring."
+"Question: Which is a run-on sentence? | Choices: [Tracy is from Dover now she lives in Ashland., The explorers nervously entered the dark cave.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Tracy is from Dover now she lives in Ashland is a run-on sentence. It has two sentences that are joined without end punctuation: Tracy is from Dover and Now she lives in Ashland."
+"Question: Based on this information, what is Franklin's phenotype for the coat pattern trait? | Choices: [solid coloring, Aa] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Genetics vocabulary: genotype and phenotype | Lecture: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
+For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
+An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
+An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | Solution: An organism's phenotype for a trait is its observable version of that trait. Franklin's observable version of the coat pattern trait is solid coloring. So, Franklin's phenotype for the coat pattern trait is solid coloring. | Hint: In a group of cows, some individuals have solid coloring and others have white spots. In this group, the gene for the coat pattern trait has two alleles. The allele A is for solid coloring, and the allele a is for white spots.
+Franklin, a cow from this group, has solid coloring. Franklin has one allele for solid coloring and one allele for white spots."
+"Question: Which organ is a muscular tube that moves food from the mouth to the stomach? | Choices: [small intestine, large intestine, heart, esophagus] | Task: closed choice | Subject: natural science | Grade: grade4 | Topic: biology | Skill: Human organs and their functions | Lecture: nan | Solution: nan"
+"Question: The city of Greenville has been one of the world's biggest makers of cough drops for many years. But last month, Greenville's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops? | Choices: [The supply will probably go down., The supply will probably go up.] | Task: closed choice | Subject: social science | Grade: grade7 | Topic: economics | Skill: Understand overall supply and demand | Lecture: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
+ | Resources | Number of producers or suppliers | Expected change in demand
+Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
+Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
+Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | Solution: Floods destroyed the cough drop factories in Greenville. The number of producers of cough drops went down. So, the supply of cough drops will probably go down."
+"Question: Which type of sentence is this?
+Matthew always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor. | Choices: [complex, compound-complex, compound, simple] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+Matthew always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor."
+"Question: Select the one animal that has all of the fish traits listed above. | Choices: [Cardinalfish have scaly skin and live near coral reefs. Cardinalfish lay eggs with no shells and have fins that help them swim underwater., Red salamanders do not have lungs! They can breathe through their moist, smooth skin. Adult red salamanders live near rivers or ponds. They lay eggs with no shells under rocks or logs. The baby red salamanders live underwater.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Lecture: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
+How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | Solution: To decide if an animal is part of a group, look at the traits of the group.
+Fish have the following traits:
+They have fins, not limbs.
+They make eggs with no shells.
+Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
+A red salamander has the following traits:
+It spends part of its life in water and part on land.
+It has moist skin.
+It makes eggs with no shells.
+A red salamander does not have all of the traits of a fish. A red salamander is an amphibian.
+A cardinalfish has the following traits:
+It has fins, not limbs.
+It makes eggs with no shells.
+A cardinalfish has the traits of a fish. A cardinalfish is a fish. | Hint: Fish are a group of animals with similar traits. The following traits can be used to identify fish:
+They have fins, not limbs.
+They make eggs with no shells. Observe the animals and read the descriptions."
+"Question: Which logical fallacy is used in the text?
+Mitch's definitely voting for the Conservative Party in the next election because he said there was no way he was voting for the Labour Party. | Choices: [appeal to nature: the assumption that natural things are always good, false dichotomy: an argument that presents only two choices when more options exist, false causation: the assumption that because two things happened together, one caused the other] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: writing-strategies | Skill: Classify logical fallacies | Lecture: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
+A logical fallacy may present irrelevant information:
+Fallacy | Description
+ad hominem | an attack against the person making the argument, rather than the argument itself
+appeal to nature | an argument that assumes the natural choice is always the best choice
+bandwagon fallacy | an argument that assumes the popular choice is always the best choice
+circular reasoning | an argument that supports a claim with the claim itself
+guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
+A logical fallacy may misrepresent the issues at hand:
+Fallacy | Description
+false causation | the assumption that because two things happened together, one caused the other
+false dichotomy | an argument that presents only two choices when more options exist
+hasty generalization | a broad claim based on too few observations
+slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
+straw man | a misrepresentation of an opponent's position that makes it easier to argue against
+ | Solution: The text argues that Mitch is voting either for the candidate from the Conservative Party or the Labour Party. However, Mitch might be voting for a third party—or he might not be voting at all. This illustrates a type of logical fallacy known as a false dichotomy."
+"Question: Which change best matches the sentence?
+A large amount of soil and rock quickly rolls down a hillside. | Choices: [meteorite crash, landslide, deposition] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: earth-science | Skill: Classify changes to Earth's surface II | Lecture: nan | Solution: nan"
+"Question: Using only these supplies, which question can Pam investigate with an experiment? | Choices: [Do scented candles or unscented candles produce more smoke?, Do large candles or small candles produce more smoke?, Do candles with thick wicks or with thin wicks produce more smoke?] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Pam is burning some new candles. She notices that they produce different amounts of smoke. She wonders what factors affect how much smoke a candle produces. So, she decides to design an experiment. She has the following supplies available:
+two large unscented candles with thick wicks
+two large unscented candles with thin wicks
+a box of matches"
+"Question: Using only these supplies, which question can Quinn investigate with an experiment? | Choices: [Does a catapult with a longer arm launch a rubber ball farther than a catapult with a shorter arm?, Does a heavier ball travel farther than a lighter ball when launched from a catapult?, Does a rubber ball travel farther when launched from a metal catapult or from a wooden catapult?] | Task: closed choice | Subject: natural science | Grade: grade6 | Topic: science-and-engineering-practices | Skill: Identify questions that can be investigated with a set of materials | Lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
+Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
+First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
+Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
+So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | Solution: nan | Hint: Quinn visits a museum about ancient Greece. She notices an exhibit with models of wooden catapults that were used to launch large rocks across battlefields. She wonders what factors affect how far a catapult can launch an object. So, he decides to design an experiment. He has the following supplies available:
+a wooden catapult with a 10-inch-long arm
+a wooden catapult with a five-inch-long arm
+two identical rubber balls"
+"Question: How long is an adult alligator? | Choices: [10 yards, 10 inches, 10 feet] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: units-and-measurement | Skill: Choose customary units of distance | Lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
+When you are using customary units, length may be written with units of inches, feet, yards, or miles.
+There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
+A football is about 1 foot long. A football field is 100 yards long. | Solution: The best estimate for the length of an adult alligator is 10 feet.
+10 inches is too short and 10 yards is too long. | Hint: Select the best estimate."
+"Question: Is a trumpet a good or a service? | Choices: [a good, a service] | Task: closed choice | Subject: social science | Grade: grade2 | Topic: economics | Skill: Goods and services | Lecture: Everything you can buy is either a good or a service.
+A good is something you can touch or hold in your hands. For example, a hammer is a good.
+A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | Solution: To decide whether a trumpet is a good or a service, ask these questions:
+Is a trumpet something you can touch? Yes.
+Is a trumpet a job you might pay someone else to do? No.
+So, a trumpet is a good."
+"Question: Select the invertebrate. | Choices: [jumping spider, asp viper, sheep, harbor seal] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Identify vertebrates and invertebrates | Lecture: Vertebrates and invertebrates are both groups of animals.
+A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
+An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Solution: Like other spiders, a jumping spider is an invertebrate. It does not have a backbone. It has an exoskeleton.
+A sheep is a mammal. Like other mammals, a sheep is a vertebrate. It has a backbone.
+An asp viper is a reptile. Like other reptiles, an asp viper is a vertebrate. It has a backbone.
+A harbor seal is a mammal. Like other mammals, a harbor seal is a vertebrate. It has a backbone. | Hint: Hint: Insects, spiders, and worms are invertebrates."
+"Question: Which word is not like the others? | Choices: [desk, shovel, saw, hammer] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: vocabulary | Skill: Which word is not like the others? | Lecture: Some words are alike. They go together in a group.
+Red, blue, and green go together. They are colors.
+Mom, dad, grandma, and grandpa go together. They are people in a family. | Solution: Saw, hammer, and shovel go together. They are tools. Desk is not a tool, so it is not like the other words."
+"Question: Which greeting is correct for a letter? | Choices: [Dear Steven,, dear Steven,] | Task: closed choice | Subject: language science | Grade: grade2 | Topic: capitalization | Skill: Greetings and closings of letters | Lecture: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
+Dear Aunt Sue,
+I'm glad you could come to my party, and
+thank you for the birthday gift. I could not have
+asked for a better one! Every time I see it, I think
+of you.
+With love,
+Rory | Solution: The second greeting is correct:
+Its first word is capitalized, and it ends with a comma. Steven is capitalized because it is a proper noun."
+"Question: What is the source of the allusion in the sentence below?
+Duncan's recent behavior made his parents begin to see his friend Kirk as some sort of Svengali. | Choices: [modern history, literature] | Task: closed choice | Subject: language science | Grade: grade12 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+The protean nature of the disease makes it difficult to diagnose.
+The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | Solution: The source of the allusion Svengali is literature.
+In George du Maurier's novel Trilby, Svengali is a hypnotist who exerts such power over the central character that she is suddenly able to sing, which she was unable to do before.
+The allusion Svengali means a person with an unduly strong influence over someone else."
+"Question: Complete the sentence so that it uses personification.
+The stars () in the midnight sky. | Choices: [glistened, danced] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: writing-strategies | Skill: Use personification | Lecture: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
+The trees danced in the wind.
+The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Solution: Complete the sentence with the word danced. It describes the stars as if they were lively, dancing people."
+"Question: Which type of sentence is this?
+An avid reader, Mike attends weekly book club meetings, and he finishes several novels every month. | Choices: [compound-complex, simple, complex, compound] | Task: closed choice | Subject: language science | Grade: grade7 | Topic: grammar | Skill: Is the sentence simple, compound, complex, or compound-complex? | Lecture: A clause is a group of words that contains both a subject and a predicate.
+An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
+the oranges on our tree are ripe
+The clause can stand alone. It is independent.
+after we pick up Kevin from work
+The clause cannot stand alone. It is dependent.
+A simple sentence is made up of a single independent clause.
+Ben and I spent all day relaxing by the pool.
+Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
+In the winter, Ben usually wears his heavy coat.
+Ben usually wears his heavy coat in the winter.
+A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
+We saw the flash of lightning, and seconds later we heard a rumble of thunder.
+A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
+If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
+During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
+A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
+After Samantha left work, she stopped at the bank, and then she went to the gym.
+Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
+Orcas that are kept in captivity often have bent dorsal fins. | Solution: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
+An avid reader, Mike attends weekly book club meetings, and he finishes several novels every month."
+"Question: Which would smell more? | Choices: [soap, icicle] | Task: closed choice | Subject: natural science | Grade: grade2 | Topic: physics | Skill: Compare properties of materials | Lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
+A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. | Solution: Smelly is a property. A smelly material has a strong smell.
+Look at each picture, one at a time. Imagine smelling the material shown in each picture.
+Of the choices, the soap would smell more. Dish soap has a strong smell."
+"Question: Which is a run-on sentence? | Choices: [The child chews her food carefully., Mom drank coffee and milk, I had tea.] | Task: closed choice | Subject: language science | Grade: grade3 | Topic: writing-strategies | Skill: Is it a complete sentence or a run-on? | Lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
+My friends walk along the path.
+A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
+I knocked on the door it opened.
+It started raining, we ran inside.
+To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
+I knocked on the door. It opened.
+It started raining. We ran inside.
+You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
+I knocked on the door, and it opened.
+It started raining, so we ran inside. | Solution: Mom drank coffee and milk, I had tea is a run-on sentence. It has two sentences that are joined by just a comma: Mom drank coffee and milk and I had tea."
+"Question: What information supports the conclusion that Hanson inherited this trait? | Choices: [Hanson's parents have pale skin. They passed down this trait to Hanson., Hanson and his father both have dark hair.] | Task: closed choice | Subject: natural science | Grade: grade5 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Solution: nan | Hint: Read the description of a trait.
+Hanson has pale skin."
+"Question: Which object has less thermal energy? | Choices: [a 700-gram rock at a temperature of 115°C, a 700-gram rock at a temperature of 120°C] | Task: closed choice | Subject: natural science | Grade: grade3 | Topic: physics | Skill: How is temperature related to thermal energy? | Lecture: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
+Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | Solution: The two rocks have the same mass but different temperatures. Since the 115°C rock is colder than the 120°C rock, it has less thermal energy. | Hint: The objects are identical except for their temperatures."
+"Question: What is the source of the allusion in the sentence below?
+Yesterday's tennis match was a classic David and Goliath story, with Carter playing against his former team captain, Oscar. | Choices: [Greek mythology, the Bible] | Task: closed choice | Subject: language science | Grade: grade10 | Topic: figurative-language | Skill: Recall the source of an allusion | Lecture: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
+""I'd better get home before I turn into a pumpkin!"" Lila remarked.
+Here, Lila alludes to the fairy tale ""Cinderella,"" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | Solution: The source of the allusion David and Goliath is the Bible.
+In the Bible, a young man named David slays Goliath, a giant and champion warrior, using nothing more than a sling and a stone.
+The allusion David and Goliath means involving unequal rivals."
+"Question: Which word does not rhyme? | Choices: [tree, save, bee] | Task: closed choice | Subject: language science | Grade: grade1 | Topic: phonological-awareness | Skill: Which word does not rhyme? | Lecture: Rhyming words are words that end with the same sound.
+The words tip and slip rhyme. They both end with the ip sound.
+The words lake and make rhyme. They both end with the ake sound.
+The words tip and lake don't rhyme. They end with different sounds. | Solution: The words tree and bee rhyme. They both end with the ee sound.
+The word save does not rhyme. It ends with a different sound."
+"Question: Which sentence uses a metaphor? | Choices: [Mr. Kent's legs were as long as sunflower stalks., Mr. Kent's long legs were sunflower stalks.] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: figurative-language | Skill: Identify similes and metaphors | Lecture: Similes and metaphors are figures of speech that compare two things that are not actually alike.
+A simile compares two things by saying that one is like the other. Similes often use the words like and as.
+My sister runs like a cheetah.
+The sister's running and a cheetah's running are compared using the word like.
+A cheetah is known for running fast, so the simile means that the sister also runs fast.
+The cat's fur was as dark as the night.
+The cat's fur and the night are compared using the word as.
+The night is dark, so the simile means that the cat's fur is also dark.
+A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
+The snow formed a blanket over the town.
+The snow and a blanket are compared without the word like or as.
+A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
+Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Solution: This sentence uses a metaphor:
+Mr. Kent's long legs were sunflower stalks.
+The words legs and sunflower stalks are compared without the word like or as.
+This sentence uses a simile:
+Mr. Kent's legs were as long as sunflower stalks.
+The words legs and sunflower stalks are compared using the word as."
+"Question: What information supports the conclusion that Tom acquired this trait? | Choices: [Tom's scar was caused by an accident. He cut his leg when he fell off his skateboard., Tom's scar is on his left knee. His mother also has a scar on her left knee., Tom's brother has scars on both of his knees.] | Task: closed choice | Subject: natural science | Grade: grade7 | Topic: biology | Skill: Inherited and acquired traits: use evidence to support a statement | Lecture: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
+Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
+Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | Solution: nan | Hint: Read the description of a trait.
+Tom has a scar on his left knee."
+"Question: Which correctly shows the title of a movie? | Choices: [Return to oz, Return to Oz] | Task: closed choice | Subject: language science | Grade: grade4 | Topic: capitalization | Skill: Capitalizing titles | Lecture: In a title, capitalize the first word, the last word, and every important word in between.
+The Wind in the Willows James and the Giant Peach
+These words are not important in titles:
+Articles, a, an, the
+Short prepositions, such as at, by, for, in, of, on, to, up
+Coordinating conjunctions, such as and, but, or | Solution: Capitalize the first word, the last word, and every important word in between. The word to is not important, so it should not be capitalized.
+The correct title is Return to Oz."